ABSTRACT
The study examined the connection between instructional supervisory practices, teacher efficacy, and student performance in multigrade schools in Masbate Province Division. A descriptive correlational design was utilized in gathering data from 115 multigrade teachers and 58 multigrade school heads using a validated teacher efficacy and supervision assessment scale with student performance recorded as Mean Percentage Scores (MPS).
Results showed high overall teacher efficacy (M = 4.39, SD = 0.35), with the highest ratings in efficacy building (M = 4.52) and student engagement (M = 4.45), and the lowest in multigrade discipline management (M = 4.28). The overall MPS was 73.19, indicating movement toward mastery, with Filipino highest (75.80) and Science lowest (71.11). Spearman Rho analysis revealed a moderate positive correlation between instructional supervision and teacher efficacy. Meanwhile, there is a weak, negative relationship between instructional supervision and student achievement.
Finally, the study recommends intensifying data-informed cycles to refine multigrade-specific professional development, as well as using technology-enabled coaching to enhance instructional practices in geographically isolated schools.
Keywords: instructional supervision, teacher efficacy, student achievement, multigrade schools, Masbate