International Journal on Science and Technology

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School Heads’ Instructional Supervisory Practices, Teachers’ Teaching Strategies, and Learners’ Academic Performance

Author(s) Salve A. Kalon
Country Philippines
Abstract This study examined the relationships among school heads’ instructional supervisory practices, teachers’ teaching strategies, and learners’ academic performance in elementary schools within the Schools Division of Antique during School Year 2024–2025. It aimed to determine how instructional supervision and classroom teaching practices influence learners’ academic outcomes. The respondents consisted of 365 elementary teachers selected through stratified random sampling to ensure adequate representation across districts and grade levels. Data were gathered using a researcher-developed questionnaire that assessed school heads’ instructional supervisory practices and teachers’ teaching strategies, while learners’ academic performance was obtained from official school records. Findings revealed that school heads consistently demonstrated strong instructional supervisory practices, particularly in classroom observation, feedback, and instructional monitoring. Teachers likewise exhibited effective teaching strategies, especially in lesson planning and instructional delivery. However, the use of learner-centered strategies was less evident, suggesting the need for further enhancement in this area. Learners’ academic performance generally met the standards set by the Department of Education, indicating satisfactory learning outcomes across the participating schools. The results further indicated that effective instructional supervision was associated with improved teaching practices, which in turn contributed to better academic performance among learners. Teachers’ teaching strategies were found to have a more direct and influential role in learners’ academic success compared to supervisory practices alone. The study concludes that while instructional supervision provides essential support and guidance for teachers, the quality and effectiveness of classroom instruction remain the most critical factors in promoting learner achievement. It is therefore recommended that continuous professional development programs be strengthened for both school heads and teachers, with emphasis on instructional supervision and the integration of learner-centered teaching approaches to further enhance educational outcomes.
Field Sociology > Education
Published In Volume 17, Issue 1, January-March 2026
Published On 2026-01-10
DOI https://doi.org/10.71097/IJSAT.v17.i1.9935
Short DOI https://doi.org/hbjmps
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