Authors :
Phoebe Ann B. Lorono
Volume/Issue :
Volume 10 - 2025, Issue 8 - August
Google Scholar :
https://tinyurl.com/4csmwj7h
Scribd :
https://tinyurl.com/3jmche9m
DOI :
https://doi.org/10.38124/ijisrt/25aug1174
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Abstract :
In the ever-evolving landscape of education, the growth of teachers is the cornerstone of student success. This study
delves into the critical partnership between school leadership and teacher advancement, specifically investigating the
relationship between the supervisory practices of school heads and the professional development of public secondary school
teachers in the Tagum City Division. We sought to move beyond general observations to understand how specific domains of
supervision—guiding lesson planning, enhancing lesson delivery, and refining assessment practices—directly influence a
teacher's professional journey.
Through a descriptive-correlational survey of 110 public secondary teachers, selected to represent a diverse range of
experiences, the data revealed a compelling synergy. Both the level of supervisory support provided by school heads and the
extent of teachers' professional development were rated high, indicating a positive existing environment.
Statistical analysis confirmed a significant positive relationship between these two variables. Crucially, regression analysis
identified that all three domains of supervision are powerful, significant influencers on teacher growth. This means that
constructive feedback on how teachers plan, deliver, and assess their lessons is intrinsically linked to their professional learning.
These findings lead to a clear and actionable recommendation: for DepEd officials and district leaders to intentionally invest in
building the instructional leadership and supervisory capacities of school heads. By strengthening this pillar of support, we can
directly catalyze more robust, effective, and continuous professional development for teachers, ultimately creating a ripple effect
that enhances the entire educational ecosystem.
Keywords :
Supervision, Professional Development, Instructional Leadership, Teacher Growth, Descriptive Correlational, Tagum City Division, Philippines.
References :
- Department of Education (DepEd). (Year). Policies and guidelines on teacher supervision and professional development. DepEd Order No. XX, s. YYYY.
- Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46-53.
- Sergiovanni, T. J., & Starratt, R. J. (2013). Supervision: A redefinition (9th ed.). New York: McGraw-Hill.
- Republic of the Philippines. (2013). Enhanced Basic Education Act of 2013 (Republic Act No. 10533).
- Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381-391.
In the ever-evolving landscape of education, the growth of teachers is the cornerstone of student success. This study
delves into the critical partnership between school leadership and teacher advancement, specifically investigating the
relationship between the supervisory practices of school heads and the professional development of public secondary school
teachers in the Tagum City Division. We sought to move beyond general observations to understand how specific domains of
supervision—guiding lesson planning, enhancing lesson delivery, and refining assessment practices—directly influence a
teacher's professional journey.
Through a descriptive-correlational survey of 110 public secondary teachers, selected to represent a diverse range of
experiences, the data revealed a compelling synergy. Both the level of supervisory support provided by school heads and the
extent of teachers' professional development were rated high, indicating a positive existing environment.
Statistical analysis confirmed a significant positive relationship between these two variables. Crucially, regression analysis
identified that all three domains of supervision are powerful, significant influencers on teacher growth. This means that
constructive feedback on how teachers plan, deliver, and assess their lessons is intrinsically linked to their professional learning.
These findings lead to a clear and actionable recommendation: for DepEd officials and district leaders to intentionally invest in
building the instructional leadership and supervisory capacities of school heads. By strengthening this pillar of support, we can
directly catalyze more robust, effective, and continuous professional development for teachers, ultimately creating a ripple effect
that enhances the entire educational ecosystem.
Keywords :
Supervision, Professional Development, Instructional Leadership, Teacher Growth, Descriptive Correlational, Tagum City Division, Philippines.
