School Heads’ Instructional Supervision in Relation to Teachers’ Satisfaction and Work Performance
Abstract
Education is globally recognized as a key driver of social and economic development, as it equips individuals with the knowledge, skills, and values necessary for personal and professional growth. This study examined the relationship between school heads’ instructional supervision, teacher satisfaction, and teachers’ work performance in the Tubod District, Division of Lanao del Norte. A descriptive-correlational research design was employed, involving 120 teachers selected through stratified random sampling. Data were collected using two researcher-made questionnaires measuring instructional supervision and teacher satisfaction, while teachers’ work performance was assessed through documentary analysis of the Department of Education Individual Performance Commitment and Review Form (IPCRF). Descriptive statistics, including mean and standard deviation, were used to determine the levels of the variables, and Pearson Product-Moment Correlation was utilized to test the significant relationships among them. The findings revealed that instructional supervision by school heads was very satisfactory, teacher satisfaction was very high, and teachers’ work performance was very satisfactory. Significant relationships were found between instructional supervision and teacher satisfaction, as well as between instructional supervision and work performance, particularly in observation, feedback, and mentoring; however, professional support did not show a significant relationship with work performance. The study concludes that effective instructional supervision enhances teacher satisfaction and work performance and recommends strengthening supervisory practices, supportive policies, professional development initiatives, and continuous research to sustain educational improvement.
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