ABSTRACT
This study was conducted to determine the teachers-in-charge's experiences in instructional supervision as a basis for a supervisory plan. The study used a phenomenological research design under a qualitative method. The participants of the study were the ten (10) selected teachers-in-charge assigned in the schools district of Barotac Nuevo for School Year 2025-2026. The data was collected through face-to-face interviews using a semi-structured interview guide. Thematic analysis was employed to identify common themes and patterns in the responses. The participants' experiences in instructional supervision included collaboration, dual-role management, transformative leadership, and a catalyst for growth and quality. The challenges encountered were resource and role conflict, the complexity of the dual-role leadership transition, and systemic and multidimensional barriers to effective instructional leadership. Finally, the coping strategies for the challenges encountered were: collaborative, support-oriented leadership for professional growth; adaptive time management and psychological resilience; and proactive planning and supportive leadership. The study's results served as the basis for the supervisory plan.
Keywords: Experiences, Teachers-In-Charge, Instructional Supervision, Supervisory Plan
INTRODUCTION
Background of the Study
Instructional supervision plays a crucial role in enhancing teaching effectiveness and student learning. In the Philippines, the Department of Education (DepEd, 2020) has institutionalized these practices through the Philippine Professional Standards for School heads, highlighting the importance of structured and ongoing instructional support in driving educational quality.
According to Shaked and Benoliel (2020), a country's supervisory procedures directly affect the quality of its educational system. Despite these revelations, there is a lack of research explicitly examining the efficacy of instructional supervision in barrio schools, indicating a knowledge gap regarding localized supervisory issues and best practices (Mangadlao & Oropa, 2025).
There are inconsistencies in supervision practices in the Philippines, leading to disparities in educational outcomes. While some schools effectively implement supervisory strategies, others struggle due to limited professional development and negative perceptions of supervision.
These include understanding how school heads can effectively balance their 70% instructional supervisory mandate with heavy administrative and managerial tasks. Many school heads devote only about 30% of their time to instruction due to administrative demands (Mangadlao & Oropa, 2025).
School heads are confronted with multifaceted barriers, including multigrade instructional demands and administrative burdens (Bacang, Calumpang & Almagro, 2025). There is limited research on how emerging technologies can specifically support instructional supervision, particularly in blended or online delivery modes. There is a lack of culturally sensitive and context-specific supervisory practices that accommodate diverse teaching environments and background differences (Formoso, 2019).
By addressing these gaps, educational policymakers and institutions can strengthen school heads' leadership capacities, ensuring they are better equipped to manage schools effectively, promote inclusive learning environments, and contribute to long-term educational improvement, particularly in underserved areas (Bacang, Calumpang & Almagro, 2025).
In the Municipality of Barotac Nuevo, discrepancies in educational outcomes stem from inconsistent supervision practices. Even as some schools successfully implement supervisory techniques, many barangay schools continue to face difficulties, including a lack of professional development opportunities and unfavorable perceptions of supervision. Improving the district's educational quality requires addressing these problems. Research has highlighted the significance of instructional supervision in shaping educational environments (Mangadlao & Oropa, 2025).
Generally, research on instructional supervision in Philippine barangay schools is critical because these institutions often face unique geographic and resource constraints that directly affect educational quality. In many rural areas, effective supervision is the primary mechanism for bridging performance gaps and ensuring that national educational standards are met at the grassroots level.
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