INSTRUCTIONAL SUPERVISORY PRACTICES OF SCHOOL HEADS AND CLASSROOM INSTRUCTIONAL PRACTICES OF ELEMENTARY SCHOOL TEACHERS IN ALABAT ISLAND, DIVISION OF QUEZON

This study determined the instructional supervisory practices of school heads and classroom instructional practices of teachers in Alabat Island, Division of Quezon, utilizing a descriptive method. The researcher chose participants for the study using purposive sampling which involved 23 school heads and 255 teachers in Alabat Island, Division of Quezon. A research questionnaire assessed the level of school heads' instructional supervisory practices and teachers' classroom instructional practices using a 5-point Likert Scale. Thus, weighted mean was used to determine the level of instructional supervisory practices of school heads and classroom instructional practices of teachers. The results showed that school heads implemented instructional supervisory practices such as peer supervision, clinical supervision, developmental supervision, and differentiated supervision at a high level. Peer supervision received the lowest mean, indicating potential areas for improvement. Similarly, teachers’ classroom instructional practices, including content knowledge and pedagogy, learning environment, curriculum and planning, and assessment and reporting, were highly practiced. However, the aspect of diversity of learners in teachers’ classroom instructional practices obtained the lowest mean, indicating it as well-practiced. Moreover, spearman’s rho analysis showed no significant relationship between school heads' instructional supervisory practices and teachers' classroom instructional practices, accepting the null hypothesis. Consequently, a capacity-building program was developed to enhance instructional effectiveness, targeting indicators with the lowest mean in both school heads' instructional supervisory practices and teachers' classroom instructional practices. Specifically, the program aims to improve teachers' capabilities in effectively catering to diverse student needs, particularly in the areas related to the diversity of learners.