ABSTRACT
This study determined the significant relationship between the Instructional Supervision Skills and Emotional Competence of School Heads, Parent Involvement, And Academic Performance of the Grade 2 Learners. A proposed enhancement plan was formulated based on the result of the study. This study employed a correlational research design within a quantitative approach to examine the relationship between the instructional supervision skills and emotional competence of school heads, parent involvement, and the academic performance of Grade 2 learners. Correlational research was appropriate because it allowed the researcher to determine the extent and nature of relationships among variables without manipulating them. The study aimed to establish whether higher levels of instructional supervision and emotional competence among school heads, as well as greater parent involvement, were associated with improved academic outcomes of learners.
The Test of Relationship Between Parental Involvement and Learners’ Academic Performance examines the connection between parents’ active engagement in their child’s education and the academic achievement of learners. The analysis determines whether parental involvement significantly influences learners’ grades, providing insights into the role of family support in academic success. The results indicate a moderate positive relationship between parental involvement and learners’ academic performance. This signifies that learners tend to perform better academically when their parents are actively engaged in activities such as monitoring module completion, providing guidance, attending educational activities, and collaborating with teachers.
The findings further show that parental engagement, including both motivational support and instructional assistance, plays an important role in facilitating learning. While the relationship is moderate, it highlights that learners benefit not only from school-based instruction but also from consistent parental support at home. This suggests that even occasional or partial involvement can have a meaningful impact on student outcomes.
Overall, the result implies that parental involvement significantly contributes to learners’ academic performance. The result implies that when parents participate in their child’s education—through monitoring, guiding, and motivating—the child’s grades improve. Although the relationship is moderate rather than strong, it emphasizes the value of active parental engagement, encouraging schools to implement programs that educate and empower parents to support learning effectively. The findings suggest that interventions aimed at increasing parental involvement may lead to better academic outcomes and stronger learner engagement.
Keywords: Instructional Supervision Skills, Emotional Competence, School heads, Parental Involvement, Academic performance, Grade 2
INTRODUCTION
Instructional supervision skills and emotional competence of school heads are integral to fostering strong parent involvement and enhancing Grade 2 learners’ academic performance. When school heads demonstrate adept supervision—by guiding teachers’ instructional practices, conducting reflective feedback sessions, and overseeing classroom interventions—they set a professional tone of continuous improvement. Coupled with emotional competence—such as empathy, self‑regulation, and effective interpersonal communication—these leaders build trust and meaningful relationships with both teachers and parents. As a result, parents feel more empowered and engaged in their children’s education, teachers feel supported and motivated, and learners benefit from coherent instructional processes and a nurturing environment that promotes achievement.
A study by Jimenez and Galicia (2023) examined school heads’ instructional leadership skills and emotional competencies and found that these attributes were rated as very high in selected public junior high schools in Biñan City, Philippines. The research revealed a significant positive relationship between the instructional leadership skills of school heads and teachers’ work performance, though the relationship between emotional competencies and teacher work performance was negligible.
The research topic on socio-emotional support and counselling initiatives of school heads is inspired by observations within school settings where emotional and mental well-being often go unnoticed or under-addressed. It is evident that learners and teachers silently contend with stress, anxiety, and personal challenges that affect both engagement and performance. The role of the school head extends beyond academic leadership; it encompasses creating an emotionally supportive environment that fosters trust, motivation, and positive relationships. This study seeks to explore the impact of school heads’ socio-emotional support and counselling efforts on the overall well-being of teachers and learners, providing empirical evidence of how such leadership practices influence school climate and academic outcomes.
The significance of supportive school leadership cannot be understated. When school heads demonstrate empathy, approachability, and proactive guidance, teachers tend to exhibit higher motivation, and learners experience increased security and engagement in learning activities. Prior research indicates that even small gestures, such as listening to teacher concerns or offering counselling support to students, can positively affect morale and classroom performance. Investigating these leadership behaviors provides insights into the mechanisms through which emotional support enhances teacher performance and learner participation, emphasizing that socio-emotional leadership is a vital complement to instructional supervision.
The study also addresses the growing recognition that mental health and emotional well-being are foundational to successful teaching and learning. Educational improvement initiatives often focus on curriculum, resources, or infrastructure while overlooking the psychological and emotional needs of school stakeholders. By examining the school head’s role in promoting well-being, this research highlights how emotional support influences teacher motivation, learner engagement, and overall academic performance. Moreover, it contributes to ongoing professional discourse on holistic education, leadership development, and the integration of emotional intelligence into school management, aligning with national and institutional policies advocating mental health support within educational settings.
However, challenges exist in exploring these variables. Concepts such as socio-emotional support, counselling initiatives, learner well-being, and teacher motivation are complex and subjective, making them difficult to define, measure, and isolate from other influencing factors. Access to honest and accurate data can also be limited due to the sensitive nature of the topic, requiring careful attention to anonymity and trust-building. Additionally, many schools lack formal documentation or structured programs for socio-emotional initiatives, necessitating reliance on perceptions and self-reported experiences. These considerations underscore the need for the present study, which seeks to systematically investigate the impact of school heads’ socio-emotional and counselling practices, ultimately providing actionable insights to promote emotionally intelligent, student- and teacher-centered leadership in schools.
This study determined the significant relationship between the Instructional Supervision Skills And Emotional Competence Of School Heads, Parent Involvement, And Academic Performance Of The Grade 2 Learners. A proposed enhancement plan was formulated based on the result of the study.
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