ABSTRACT
This study determined the significant relationship between the School Head’s Administrative & Supervisory Competence towards Teachers’ Performance and Literacy Performance of Grade 12 Learners. A proposed instructional supervisory plan will be formulated based on the result of the study. This study employed a descriptive-correlational research design to determine the relationship between school heads’ supervisory competence and administrative skills and their corresponding impact on teacher performance and learner performance. The descriptive component of the design was used to describe the current conditions, practices, and perceptions of school heads, teachers, and learners concerning supervisory and administrative leadership. The correlational aspect, on the other hand, sought to establish whether significant relationships existed among the identified variables. According to Creswell (2018), a descriptive-correlational design was appropriate when the objective was to describe the characteristics of a population and determine the degree of association between two or more variables without manipulating them. In this context, the researcher aimed to explore how the school heads’ leadership competencies—particularly in supervision and administration—were related to teachers’ job performance and the literacy performance of Grade 12 Learners. This design was suitable because it allowed for the systematic collection, analysis, and interpretation of quantitative data, facilitating a clear understanding of relational patterns among the variables.
The Test of Relationship, showing the correlation between school heads’ leadership practices and teachers’ Classroom Observation Tool (COT) results, as well as the relationship between teachers’ classroom practices and learners’ academic performance. Using appropriate statistical tests, the table determines whether significant relationships exist among these variables. The results provide statistical evidence on how leadership practices influence teaching quality and how classroom practices, in turn, affect students’ academic achievement.
The first correlation examined the relationship between school heads’ leadership practices and teachers’ COT results. The findings revealed a strong positive and significant relationship, leading to the rejection of the null hypothesis. This indicates that effective leadership practices are closely associated with improved classroom performance of teachers. When school heads demonstrate strong instructional guidance, supportive supervision, and effective management practices, teachers tend to perform better in classroom observations, reflecting enhanced instructional delivery, classroom management, and assessment strategies.
The second correlation analyzed the relationship between teachers’ classroom practices and learners’ academic performance. The results also showed a strong positive and significant relationship, resulting in the rejection of the null hypothesis. This suggests that higher-quality classroom practices, as reflected in COT results, are directly associated with better learner academic outcomes. Teachers who effectively apply content knowledge, utilize varied teaching strategies, manage classroom behavior constructively, and implement appropriate assessment techniques contribute significantly to improved student performance.
The results imply that both identified relationships are statistically significant and strongly positive. The relationship between school heads’ leadership practices and teachers’ COT results implies that strong leadership enhances instructional competence among teachers. Likewise, the relationship between teachers’ classroom practices and learners’ academic performance implies that effective teaching practices directly contribute to higher student achievement. Overall, the strength of these relationships implies that leadership quality and classroom effectiveness work together in reinforcing a cycle of instructional improvement and academic success. These findings highlight the importance of strengthening leadership supervision and sustaining high-quality classroom practices to ensure improved learning outcomes.
Keywords: School Head’s Administrative Skills, Supervisory Competence, Teachers’ Learners Performances
INTRODUCTION
Supervisory competence and administrative skills are two interrelated dimensions of effective educational leadership that directly influence teacher performance and learner performance. Supervisory competence refers to the ability of school heads to guide, monitor, and support teachers in improving their instructional practices and achieving school goals. It involves providing professional assistance, conducting classroom observations, offering constructive feedback, and facilitating teacher development programs. Meanwhile, administrative skills include planning, organizing, managing resources, and maintaining efficient communication systems that ensure the smooth operation of the school. Together, these competencies determine the extent to which school heads can foster a culture of excellence, accountability, and collaboration within the school community.
A study by Ampofo (2019) revealed that school heads’ direct supervision significantly enhanced teacher role performance, classroom delivery, and professional growth, highlighting that hands-on, supportive leadership cultivates a positive and productive teaching environment. Likewise, when school leaders display professionalism, empathy, and openness, they gain the trust and participation of stakeholders, which strengthens collaboration and shared responsibility within the school community. Thus, the researcher values the school head’s supervisory and administrative competence as an essential factor in ensuring teacher growth and learner academic achievement.
The researcher views the topic as deeply relevant in enhancing educational leadership and teaching efficiency. The supervisory competence and administrative skills of school heads directly shape how teachers perform in delivering quality education. The researcher recognizes that school heads who provide clear direction, continuous coaching, and transparent communication foster an environment where teachers feel supported and empowered. The researcher acknowledges that strong leadership promotes a positive school climate, resulting in higher teacher satisfaction, improved classroom practices, and stronger academic achievement. Through this study, the researcher hopes to contribute valuable insights that can guide school leaders in refining their supervisory and administrative approaches for better educational outcomes.
The researcher anticipates several challenges in conducting the study. One major concern is the diversity of school heads’ supervisory and administrative styles, which may lead to varied interpretations and responses from teachers and learners. Some school heads may exhibit openness and consistency, while others may have limited engagement in their supervisory duties, potentially affecting the reliability of data. Additionally, the availability of school heads and teachers for interviews or surveys may be constrained by their heavy workloads.
Despite these challenges, the researcher plans to address them through proper scheduling, effective communication, and by ensuring confidentiality and trust among respondents. With these strategies, the researcher remains confident that the study will yield authentic insights that can contribute meaningfully to the improvement of school leadership and teacher performance.
This study determined the significant relationship between the School Head’s Administrative & supervisory competence towards teachers’ performance and literacy performance of Grade 12 Learners. A proposed instructional supervisory plan was formulated based on the result of the study.
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