ABSTRACT
This study employed a phenomenological research approach to analyze the lived experiences of twenty-four (24) teachers from the Public Schools District of San Enrique, SDO-Iloilo about the supervisory and administrative practices of school heads as the basis for a recommendation program. The data were collected, transcribed, and subjected to thematic analysis using a verified interview schedule. The results showed that many school heads exhibited strict, egoistic, and compliance-focused supervisory behaviors that led to low morale and constrictive work environments. Administrative methods similarly ranged from insufficient coordination, opaque leadership, and inequitable workload distribution to transparent communication, inclusive management, strong financial stewardship, and orderly school operations. The study suggested a recommendation program, which aims to close the gaps found by encouraging improved supervisory and administrative practices.
Keywords: Supervisory Practices, Administrative Practices, Teachers’ Experiences, Program Recommendation
INTRODUCTION
The general standard of teaching and learning within educational institutions is greatly influenced by effective school leadership. School heads are expected to display good supervisory and administrative practices that guide teachers, enhance instructional delivery and foster an environment that upholds and encourages the values of professionalism and accountability. In the Philippine education system, the expanding demands of curriculum reforms, increasing learner diversity, and heightened expectations for teacher performance underline the need for school heads who can provide effective oversight and strong administrative guidance. As frontline leaders in schools, the supervisory and administrative practices of school heads immediately influence teachers’ experiences, motivation, and performance, thus affecting student results.
Recent local research highlights the role of instructional monitoring in increasing teacher effectiveness. Go and Rey (2024) highlighted how systematic classroom observations, feedback systems, and coaching methods can improve instructional quality, highlighting that the instructional supervision by school heads’ skills have a substantial impact on instructors' performance. Velez (2025) found a strong correlation between teachers' performance and the administrative and supervisory skills of school administrators, indicating that good leadership practices create a nurturing environment where educators can flourish.
In higher education settings, Embodo (2024) discovered that supervisory practices of program heads are directly linked to teachers’ teaching efficacy, suggesting that leadership direction influences teachers’ confidence and ability to carry out their instructional obligations. These findings show that effective supervision should extend beyond mere compliance monitoring and instead promote a developmental, mentoring-oriented strategy that empowers teachers. In the public-school context, Poloyapoy et al. (2024) highlighted both the practices and challenges faced by academic managers in exercising teacher leadership, noting that while schools aim to promote collaborative leadership, various organizational and resource-related constraints hinder optimal implementation.
Despite these insights, there remains a need to further examine how teachers themselves experience and interpret the supervisory and administrative practices of their school heads. Teachers’ lived experiences offer critical viewpoints that might highlight gaps, strengths, and development areas in present supervisory practices. Understanding these experiences is critical in building programs and interventions that correspond with teachers’ needs and school realities.
This study aimed to examine teachers’ lived experiences regarding the administrative and supervisory practices of their school heads within their respective schools. By analyzing these experiences, the study aimed to offer insights and contribute to a deeper understanding of the subject matter, with evidence-based recommendations that would help increase leadership practices, build teacher support systems, and contribute to more successful school management.
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