Abstract
School heads play a crucial role in ensuring an enabling and supportive environment for effective teaching and learning. Consequently, this study investigated the level of school heads’ instructional supervision, the extent of technical assistance, and teachers’ performance in a medium-sized division in Central Philippines for the school year 2023–2024. Using a descriptive research design, data were collected from 122 teacher respondents using a self-developed instrument that underwent validity and reliability testing. Research ethics protocols were observed throughout the data-collection phase. Findings revealed that school heads’ instructional supervision was rated at a very high level, while their technical assistance was assessed to a great extent. Teachers’ performance was generally rated very satisfactory, with minimal variation across demographic groups. Further analysis indicated no significant differences in instructional supervision and technical assistance across demographic variables. However, results showed a significant correlation among instructional supervision, technical assistance, and teachers’ performance, demonstrating that these supervisory functions are vital contributors to teacher effectiveness. To address the area with the lowest mean score, the study recommends that school heads strengthen and improve their supervisory competencies through relevant training. Additionally, conducting a teacher’s performance review is advised to identify specific areas requiring technical assistance. The findings underscore the importance of strong instructional leadership and sustained technical support in enhancing teaching performance and ensuring quality educational outcomes.
Keywords: Instructional supervision, technical assistance, teacher performance