Instructional Competence and Supervisory Skills of Public Elementary School Heads in Relation to Teachers Performance
Abstract
School Heads perform multiple role expectations. As instructional leaders, they are expected to develop the quality of instructions; and as administrators, they too are expected to exercise proper supervisory skills. Stressful as it may seem, School Heads are key figures that can impact the performance of teachers and learners alike (Manasse, 2015). This study aimed to determine the level of instructional competence and the supervisory skills of public elementary School Heads in relation to teachers’ performance in Tayasan II District, Division of Negros Oriental for the School Year 2019-2020. The study variables included age, sex, length of service and highest educational attainment. The study concentrated School Head’s instructional competence and supervisory skills. The study investigated on School Heads’ instructional delivery, classroom management and formative assessments, also on their financial management, conflict management and teachers’ professional development. The result of the study showed that School Head’s Instructional Competence and Supervisory Skills were all on high level. There was no significant difference in the level of instructional competence of public elementary School Heads when they are grouped and compared according to aforementioned variables. There was a significant difference in the level of supervisory skills of public elementary School Heads when they are grouped and compared according sex and highest educational attainment. The study revealed that there was no significant difference in the level of Teachers performance and there was no significant relationship between the level of instructional competence of public elementary School Heads and the level of teachers’ performance.
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