ABSTRACT
This study determines the significant relationship between the extent of instructional supervision of school head and performance of teachers and learners in Academic Recovery and Accessible Learning (ARAL) Program. This study was conducted in Iligay Elementary School, Villaba North District, Leyte Division. The eight (8) teachers, and 1 school head and 67 learners in Academic Recovery and Accessible Learning (ARAL) Program for School Year 2025-2026. The findings of the study revealed a significant relationship between the extent of instructional supervision of school head and performance of teachers based on classroom observation tool (COT). Likewise, a significant relationship also was revealed between the performance of teachers based on classroom observation tool (COT) and learners under the Academic Recovery and Accessible Learning (ARAL) Program. This result confirms that effective instructional supervision significantly enhances teachers’ instructional competencies and classroom performance while effective classroom instruction positively influences learner achievement and learning recovery outcomes. The study concluded that effective instructional supervision strengthens teacher performance, and improved teaching practices contribute significantly to learners’ academic success under intervention programs such as ARAL.
Keywords: Instructional Supervision, School Head, Performance, Teachers, Learners, ARAL Program
INTRODUCTION
Education plays a critical role in national development, as it equips learners with the knowledge, skills, and competencies needed to succeed in an increasingly complex and competitive world. However, many countries have experienced significant learning gaps among students, particularly after the disruptions brought about by the COVID-19 pandemic. These learning losses have been observed in foundational areas such as literacy and numeracy, which are essential for students’ academic progression. In response to these challenges, governments and educational institutions have implemented learning recovery initiatives aimed at supporting struggling learners and improving overall academic performance.
In the Philippines, the government enacted the Republic Act No. 12028, which institutionalized the Academic Recovery and Accessible Learning Program as a national learning intervention initiative. The program was designed to address the learning gaps of Filipino learners by providing tutorial support in reading, mathematics, and science from Kindergarten to Grade 10. It aims to ensure that students who are behind in their studies can catch up with grade-level competencies while strengthening foundational skills necessary for academic success. The program prioritizes reading interventions in its initial implementation and later expands to other subject areas such as mathematics and science (Department of Education (Philippines), 2024).
The ARAL Program was implemented nationwide to support millions of learners who were identified as needing academic remediation. Through this initiative, trained tutors, teachers, and school leaders provide targeted interventions to improve the academic outcomes of struggling students. The program also integrates monitoring mechanisms, training of tutors, and provision of learning resources to ensure the effectiveness of the intervention (Department of Education (Philippines), 2025).
While intervention programs like ARAL aim to improve learners’ academic performance, the success of such initiatives largely depends on effective instructional leadership and supervision within schools. Instructional supervision is considered a vital component of school leadership because it focuses on improving teaching practices, enhancing teachers’ professional development, and ultimately improving student learning outcomes. School heads play a crucial role in supervising instructional processes, providing guidance to teachers, monitoring classroom practices, and ensuring that instructional interventions are effectively implemented.
Studies have emphasized the importance of instructional supervision in improving teacher performance and student achievement. According to Robert J. Marzano (2011), effective instructional leadership practices of school administrators significantly influence teachers’ instructional effectiveness and students’ academic success. Likewise, Philip Hallinger (2011) highlighted that school leaders who actively supervise instruction, provide feedback, and support teachers’ professional growth contribute positively to school improvement and student learning outcomes. These studies suggest that strong instructional supervision fosters a supportive teaching environment that encourages teachers to enhance their pedagogical practices.
Furthermore, research has shown that instructional supervision contributes to improving teachers’ competencies in implementing instructional strategies, particularly in addressing learners’ diverse needs. Supervisory practices such as classroom observation, coaching, mentoring, and professional development activities enable teachers to refine their teaching approaches and effectively implement intervention programs designed for struggling learners. As such, instructional supervision becomes an essential factor in ensuring the successful implementation of learning recovery initiatives like the ARAL Program.
Despite the importance of instructional supervision, there remains a need to examine how the extent of supervisory practices of school heads influences both teachers’ performance and learners’ academic outcomes in the context of the ARAL Program. While the program provides structured interventions for learners, the effectiveness of its implementation may vary depending on how school leaders guide and monitor teachers involved in the program. Understanding this relationship is essential for identifying strategies that can strengthen the implementation of learning recovery programs and enhance educational outcomes.
Therefore, this study aims to determine the extent of instructional supervision of school heads and its relationship to the performance of teachers and learners in the ARAL Program. The findings of this research may provide valuable insights into how instructional supervision can be enhanced to support teachers in implementing academic recovery initiatives effectively and improve learners’ academic performance.
This study determines the significant relationship between the extent of instructional supervision of school head and performance of teachers and learners in Academic Recovery and Accessible Learning (ARAL) Program in Iligay Elementary School, Villaba North District, Leyte Division. The findings of the study were basis for the proposed instructional supervision plan.
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