ABSTRACT
This study determines the significant relationship between the supervisory leadership skills of school heads and teaching skills of Technical-vocational and livelihood and Technology and Livelihood Education Teachers in Taberna National High School and San Guillermo national High School. A proposed instructional supervisory plan was formulated based on the results of the study. This study employed a quantitative-correlational research design to determine the relationship between the supervisory leadership skills of school heads and the teaching effectiveness of supervisory Leadership skills and teaching skills of TVL (Technical-Vocational & Livelihood) and TLE teachers. The correlational method is appropriate as the study seeks to examine the degree and nature of the association between two variables without manipulating them: (1) the supervisory leadership skills of school heads, and (2) the teaching effectiveness of TVL and TLE teachers. Through the used of standardized survey questionnaires validated by experts and anchored on established frameworks such as Hallinger and Murphy’s (1985) instructional leadership model and the Department of Education’s (2018) RPMS-PPST, data were collected from selected TVL teachers and school heads within the identified Senior High Schools. The results of the study were analyzed using statistical tools such as mean, standard deviation, and Pearson’s r to assess the strength and significance of the relationship. This design enables the researcher to draw conclusions on whether leadership practices of school heads significantly influence teaching effectiveness in the TVL strand, and provides data-driven insights for improving school-based supervision in technical-vocational education. The Test of Relationship between Supervisory Leadership Skills of School Heads and Teachers’ Teaching Skills. The table shows the correlation coefficient (r), the computed t-value, the table value at 0.05 level of significance, the decision on the null hypothesis (Ho), and the interpretation of results. The purpose of this table is to determine whether a significant relationship exists between the supervisory leadership of school heads and the teaching skills of teachers. As reflected in the table, the computed correlation coefficient which indicates a moderate positive relationship between the two variables. This suggests that as school heads demonstrate stronger supervisory leadership skills, the teaching skills of teachers also improve correspondingly. The computed t-value is greater than the table value, which leads to the rejection of the null hypothesis. This means that the relationship between the two variables is statistically significant. The decision to reject the null hypothesis confirms that supervisory leadership and teaching skills are indeed related. The interpretation of a moderate positive correlation further highlights that while the relationship is not perfect, it is substantial enough to suggest that effective school leadership has a direct and meaningful influence on the teaching performance of teachers. This finding underscores the importance of school heads’ active supervision, mentoring, and support in shaping teachers’ competence and instructional delivery. The results imply that there is a significant moderate positive relationship between the supervisory leadership skills of school heads and the teaching skills of teachers. The result implies that effective leadership contributes positively to teacher performance, although other factors may also influence teaching skills. The computed value being greater than the critical value strengthens the evidence that supervisory leadership is significantly linked to the improvement of teachers’ teaching practices.
Keywords: Supervisory Leadership Skills, School Head, Teaching Skills of Technical-Vocational and Technology and Livelihood Education, Teachers
INTRODUCTION
Supervisory leadership skills play a critical role in shaping the teaching and learning environment within schools, as they encompass the ability of school leaders to guide, support, and improve the instructional practices of teachers. These skills include communication, instructional supervision, professional development support, and performance evaluation—all of which contribute to enhanced teacher motivation and classroom effectiveness. Recent studies have highlighted the significance of supervisory leadership in influencing teaching outcomes. For instance, Del Rosario and Tamayo (2022) found that effective supervisory practices positively impact teacher performance and instructional quality in secondary schools. Similarly, Santos (2023) emphasized that leadership strategies tailored to the unique needs of TVL teachers significantly contribute to their teaching effectiveness, especially in delivering competency-based instruction. Furthermore, Cruz and Mariano (2021) identified that the alignment of supervisory support with technical-vocational objectives leads to improved student engagement and skill acquisition. Given these findings, it becomes essential to investigate the specific supervisory leadership skills that contribute to the teaching effectiveness of TVL teachers in the Senior High School setting, where hands-on training and industry-relevant competencies are prioritized.
The research has impacted her personal development in several important ways. It also deepened her grasp of educational supervision and leadership relative to teaching quality, which she appreciates as a critical aspect of education. Prior to this engagement, she was only aware of the impact good leadership could have on an organization’s performance. This study compelled me to learn about most effective supervisors’ competencies, particularly in relation to their roles within TVL education. She discovered vital information concerning TVL programs and the particular leadership approaches required for them.
Conducting research strengthened her thinking and analyzing skills. Her had to evaluate existing literature on supervisory leadership and teaching effectiveness which drew out important ideas, gaps, and possible questions that needed further research. This was by no means easy as it involved going through complex research papers, diverse perspectives, and forming my own informed opinions. Her ability to assess and interpret information deeply improved during the process of arguing different research methodologies and interpreting their findings. These sharpened analytical skills benefit many areas of my life including personal and professional settings.
Her understanding of the educational system has grown with this research. She truly appreciated considering the multitude of elements impacting teaching performance, such as the organizational climate at the school, available resources, and socioeconomic factors at large. This insight compassionately shifted my perspective away from a one-dimensional view of teaching effectiveness towards appreciating the systemic struggles teachers navigate. It has shaped a new empathetic appreciation for educators and the difficult context within which they work.
This research experience has really boosted her confidence in tackling complex academic challenges. Successfully navigating the whole research process from coming up with a research question to analyzing data and drawing conclusions—has given me a real sense of accomplishment and a stronger belief in her abilities. This newfound confidence is priceless, empowering me to face future academic and professional challenges with more self-assurance and a proactive attitude. Overall, this experience has been transformative, significantly shaping her intellectual growth and deepening her appreciation for the complexities of educational leadership and teacher development.
Effective supervisory leadership goes beyond just managing tasks; it’s about creating a nurturing and challenging atmosphere where teachers can grow their skills and improve their students' learning experiences. This research aims to unpack how different leadership styles and practices can either support or hinder the success of TVL programs. The study should explore these complexities, possibly using various assessment methods to get a well-rounded view of teaching effectiveness. Having a solid definition is key to drawing meaningful insights and offering practical suggestions for enhancing teacher performance and improving student outcomes.
Moreover, the potential impact of this research goes beyond just the TVL education context. The findings can enrich our understanding of effective supervisory practices across various educational environments. The insights we gather could influence policy decisions, teacher training initiatives, and school improvement efforts aimed at boosting teaching quality and student success throughout the entire educational landscape. By examining the link between leadership and teaching effectiveness, this research plays a vital role in the ongoing discussion about enhancing educational outcomes and ensuring that every student, no matter their field of interest, receives top-notch instruction.
One of the major hurdles in exploring "Supervisory Leadership Skills and Their Impact on the Teaching Effectiveness of TVL Teachers in Senior High School" is figuring out how to define and measure "teaching effectiveness." While standardized tests can provide some numerical data, they often miss the rich, complex nature of what makes TVL teaching truly effective. Given that TVL programs focus on practical skills and hands-on learning, traditional assessment methods just don’t cut it. It’s essential to create a well-rounded assessment framework that blends both quantitative and qualitative data—think student projects, workplace performance, and teacher observations. However, crafting this framework is no small feat. Striking a balance between the need for solid measurement and the intricacies of evaluating practical skills calls for thoughtful consideration and some creative solutions.
Another challenge is the struggle to pinpoint the specific impact of supervisory leadership amidst all the other factors that affect teaching effectiveness. Elements like school resources, teacher experience, student demographics, and even the wider socioeconomic landscape all contribute to how teachers perform. To draw a clear line between supervisory leadership and teaching effectiveness, we need to control for these other variables, which can be quite a complex statistical task. This means we need a strong research design that thoughtfully considers and accounts for these potential influences, ensuring that our findings genuinely reflect the role of supervisory leadership.
On top of that, translating research findings into practical recommendations for enhancing supervisory practices and teacher development is another unique hurdle. The research should go beyond just spotting correlations; it needs to explore the "how" and "why" behind effective supervisory leadership. The insights gained should offer actionable guidance that can shape effective leadership development programs and support systems for TVL teachers. This calls for a careful interpretation of the data, focusing on creating practical recommendations that are both doable and impact within the current educational landscape. Bridging the gap between research findings and real-world application is essential for maximizing the benefits of this research.
Given the vital role of supervisory leadership in enhancing the instructional performance of TVL teachers—who are tasked with equipping students with industry-relevant skills—there is a pressing need to conduct this study to examine how specific supervisory leadership skills influence teaching effectiveness in the Senior High School setting. This research will provide valuable insights for school administrators, department heads, and educational leaders in designing more responsive and supportive supervisory practices tailored to the unique demands of the TVL track. Moreover, TVL teachers themselves will benefit through improved guidance and professional growth opportunities, ultimately leading to better student outcomes. The findings will also be beneficial to policymakers and curriculum planners seeking to strengthen the implementation of the K to 12 program through evidence-based leadership strategies.
This study determines the significant relationship between the supervisory leadership skills of school heads and teaching skills of Technical-vocational and livelihood and Technology and Livelihood Education Teachers in Taberna National High School and San Guillermo National High School. A proposed instructional supervisory plan was formulated based on the results of the study.
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