ABSTRACT
This study examined how personal, professional, and work-enabling factors predict the performance of Education Program Supervisors (EPS) in the mainland divisions of Caraga Region. Using a mixed-method approach, data from 90 EPS respondents revealed that while demographic profiles showed no significant influence, personal motivation, leadership, planning skills, training, professional development, technology use, and support systems positively correlated with performance. Supervisors consistently excelled in curriculum management, learning assessment, and technical assistance, though research was identified as an area needing improvement. Regression analysis confirmed the strong predictive power of the combined factors. Thematic findings supported the quantitative results, underscoring that personal values, capacity-building efforts, and a supportive work environment drive high EPS performance.
Keywords: Education Program Supervisors, Performance Factors, Personal Motivation, and Professional Development, Work-Enabling Factors, Research, Educational Leadership, Performance Assessment
INTRODUCTION
Education Program Supervisors (EPSs) play a pivotal role in the Philippine educational system, serving as vital agents for quality assurance, curriculum supervision, and instructional leadership. é The significance of their role is explicitly recognized in legal and policy instruments, such as Republic Act No. 9155, also known as the "Governance of Basic Education Act of 2001," which mandates the decentralization of educational management and strengthens school-based leadership through appropriate supervision. Besides, DepEd Order No. 29, s. 2005, and DepEd Order No. 117, s. 2010 delineated the core functions of EPSs. These include curriculum development, instructional supervision, professional development, research and technical assistance, oversight of learning delivery, and monitoring of curriculum implementation. In essence, EPSs ensure that the educational programs, policies, and reforms are appropriately contextualized and translated into actionable school-level practices.
The responsibilities of EPSs transcend administrative oversight. They encompass a wide range of academic functions, such as localization and enrichment of the curriculum, continuous capacity-building for teachers, and facilitation of innovative teaching practices (Andriani et al., 2021; Nugroho & Mahmudi, 2020). EPSs are not only task managers but instructional leaders who provide direction, mentorship, and feedback to improve teaching quality. According to DepEd Order No. 24, s. 2020, one of the key strategies for improving teacher quality is academic supervision, a responsibility entrusted to the EPS. This function, when carried out with instructional leadership and empathy, can siggnificantly uplift teacher morale and enhance learner performance (Villalobos et al., 2021; Ahmad & Shah, 2020).
The centrality of educational supervision is echoed by international and local research. Gumus et al. (2020) assert that education leaders who serve as instructional guides rather than mere evaluators make a significant contribution to the efficacy of school systems. Darling-Hammond et al. (2021) and Amanda et al. (2021) argue that academic supervision becomes a powerful tool for instructional improvement when it focuses on coaching, mentoring, and reflective practice rather than control. As curriculum implementers, teachers benefit most from developmental supervision that supports innovation, collaboration, and continuous learning (Hoque et al., 2022). Furthermore, Glanz et al. (2021) emphasize that adequate supervision involves classroom visits, professional feedback, collegial discourse, and support mechanisms that foster a culture of trust and accountability.
Against this backdrop, EPSs emerge as indispensable actors who bridge the gap between educational policy and classroom realities. They translate national goals into localized strategies, monitor curriculum delivery, and provide technical assistance to ensure alignment with learning standards. As such, their effectiveness has a significant impact on the overall success of educational reforms and student achievement. Research by Aswinda et al. (2020), Bafadal et al. (2021), and Saleh & Arhas (2020) confirm that adequate supervision enhances pedagogical skills, encourages teacher innovation, and improves classroom performance. Meanwhile, Faikhamta & Clarke (2020) and Sukier et al. (2021) suggest that the effectiveness of EPSs depends not only on their technical competence but also on personal traits such as motivation, professional experience, and organizational support.
However, studies also point to the complex dynamics of educational supervision. Teachers sometimes perceive supervision as punitive or overly evaluative, especially when delivered without sensitivity or collaboration (James & Massiah, 2020; Khun-inkeeree et al., 2020). This suggests that the quality and approach of supervision can have a significant impact on its outcomes. Nonetheless, much of the existing literature focuses on the effects of supervision on teachers, with limited empirical attention paid to the supervisors themselves—specifically, on what drives their performance, the challenges they face, and the conditions that enable them to succeed.
In the context of the Caraga Region, particularly in its mainland divisions, the challenges for Education Program Supervisors are more pronounced. Vast geographic distances, limited access to learning and development opportunities, inadequate infrastructure, and inconsistent support systems characterize these divisions. EPSs in these areas often work under resource-constrained conditions while juggling multiple roles and responsibilities. Despite the crucial role they play in educational delivery, there is scant research that directly investigates the performance drivers of these institutions.
This study responds to both a contextual and a theoretical gap in educational research. According to Yin (2021), a contextual gap arises when a particular geographical setting has not been sufficiently studied, such as the mainland divisions of Caraga, where socio-cultural, logistical, and institutional realities differ significantly from those of urban counterparts. Moreover, a theoretical gap exists in the lack of an integrated model that explains how personal attributes (e.g., motivation, leadership, and planning skills), professional experiences (e.g., training, expertise), and work-enabling conditions (e.g., access to technology, support systems) combine to predict the performance of Education Program Supervisors.
To address this gap, this study investigates the Personal, Professional, and Work-Enabling Factors that Predict the Performance of Education Program Supervisors in the mainland divisions of the Caraga Region. The aim is to develop an evidence-based understanding of how these factors influence supervisory roles and responsibilities. The study draws on contemporary frameworks, including the Self-Determination Theory (Deci & Ryan, 2020), for motivation, the Goal-Setting Theory (Locke & Latham, 2021), for planning skills, and the Technology Acceptance Model (Venkatesh & Davis, 2021), for work-enabling conditions. These theories offer a lens through which to examine the complex interplay of internal and external variables that affect EPS performance.
Understanding these predictors will inform the design of targeted interventions, such as leadership development programs, enabling policies, and resource mobilization strategies, all aimed at strengthening the capacity of EPSs to carry out their mandate. Ultimately, the findings of this research can contribute to enhancing supervisory effectiveness, improving teacher support mechanisms, and enhancing student learning outcomes.
Finally, the researcher's positionality enhances the relevance and authenticity of this inquiry. As one of the Education Program Supervisors in the region, the researcher possesses firsthand knowledge of the operational, professional, and contextual challenges faced by Education Program Supervisors (EPSs). This insider perspective enables a more nuanced interpretation of the findings while also upholding objectivity and academic rigor. The research is not only academic but also advocacy-driven, aiming to elevate the discourse on supervisory support and performance in regions where educational equity and leadership excellence are most needed.
see PDF attachment for more information