Instructional Supervision Practices and Teaching Effectiveness of Bacsay Elementary School Teachers

Authors

  • Alyssa Ashley Pacis Apayao Author

DOI:

https://doi.org/10.64358/7503kd29

Keywords:

instructional supervision practices, teaching effectiveness, classroom observation data, public elementary school teachers

Abstract

This study determined the relationship between instructional supervision practices and the teaching effectiveness of public elementary school teachers at Bacsay Elementary School in Luna District during the School Year 2025–2026. Specifically, it examined the respondents’ profile, level of instructional supervision practices, level of teaching effectiveness based on Classroom Observation Data (COD) ratings, and the significant relationships among the variables. The study utilized a descriptive–correlational research design involving eight public elementary school teachers through total enumeration. Data were gathered using a validated researcher-made questionnaire and official COD ratings. Statistical tools used included frequency count, percentage, weighted mean, Shapiro–Wilk Test of Normality, and Spearman rho correlation coefficient.

The findings revealed that most respondents were female, 39–45 years old, holders of master’s degree, had 16 years and above teaching experience, and were mostly Teacher III. Instructional supervision practices were found to be Extensively Practiced with an overall weighted mean of 4.58. Teaching effectiveness ratings revealed that Teacher I–III and Master Teacher respondents both obtained Outstanding ratings according to their respective career stage expectations.

The study further revealed that respondents’ profile variables were not significantly related to instructional supervision practices. Age, sex, highest educational attainment, and length of teaching experience were likewise not significantly related to teaching effectiveness. However, position or designation showed a significant relationship with teaching effectiveness. Moreover, instructional supervision practices and teaching effectiveness were found to have no significant

relationship. The study concludes that although instructional supervision was extensively practiced, teaching effectiveness may also be influenced by other professional and instructional factors beyond supervision alone

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Published

2026-03-31

Issue

Vol. 2 No. 1 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles