ABSTRACT
This study investigated teachers' lived experiences with the school heads' supervisory practices at SDO Iloilo through a phenomenological approach. Data were gathered from twenty purposively selected teachers using a semi-structured interview, and responses were examined through thematic analysis. The findings revealed that teachers generally had positive experiences, highlighting collaboration, mentoring, professional growth, and constructive feedback. Challenges included high expectations, heavy workloads, limited resources, and supervisory issues. Teachers overcame these obstacles by adopting a positive outlook, carefully organizing and managing their time, working together with their peers, being resourceful, and being flexible. Based on the findings, the study suggests improving instructional leadership, bolstering development programs, supplying resources, and encouraging cooperative and adaptable supervision techniques. The study recommended an intervention program to boost teacher performance and student outcomes through professional development, supervision, recovery programs, and stakeholder engagement.
Keywords: Intervention Program, School Heads, Supervisory Practices, Teachers’ Experiences
INTRODUCTION
It is widely recognized that strong school leadership plays a crucial role in improving both student performance and the quality of teaching. In particular, school administrators' supervisory procedures are crucial for directing instructors, giving them feedback, and encouraging their professional development. According to Ebreo (2024), the quality of instructional supervision is directly impacted by school heads' leadership self-efficacy and technological competence. This study demonstrated that school administrators are better able to support teachers' professional development and instructional practices when they are self-assured in their leadership skills and skilled at incorporating technology into supervision.
According to Mangadlao and Oropa (2025), school administrators can monitor teaching performance, coach instructors, encourage reflective practice, and increase overall instructional quality by strengthening supervisory programs through targeted instructional practices. According to their results, good supervision is a managerial and interpersonal process that calls for methodical approaches and ongoing assistance.
Teachers have a favorable opinion of school heads who exhibit good interpersonal and leadership abilities, suggesting that relational competencies have a major impact on the caliber of supervision. It was pointed out that contextual factors like workload, school resources, and teacher preparedness can affect the results of supervisory practices; therefore, these competencies might not be enough on their own to guarantee effective supervision. These results highlight the necessity for organized intervention programs that target school heads' competencies as well as the real-world difficulties they face in their supervisory positions (Panol et al., 2020).
Understanding teachers' actual experiences under the supervision of their school heads becomes crucial in light of these viewpoints. Examining these experiences sheds light on how professional growth, instructional effectiveness, and the general school climate are impacted by supervisory practices. This study sought to discover challenges and best practices in supervisory practices by methodically collecting teachers lived experiences. These findings might be used as a foundation for creating a customized intervention program. This program aims to enhance the supervisory skills of school leaders while promoting collaborative, supportive, and effective instructional leadership, ultimately improving teaching practices and learning outcomes in the classroom.
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