Strengthening Supervisory Competence through Project RESET: A Mixed Methods Action Research Study of Secondary Science Instructional Leaders

This study is grounded on the premise that instructional leadership and supervision influence the quality of teaching and student learning. It employed Ivankova’s multistrand Mixed Methods Action Research (MMAR) framework to strengthen the supervisory competence of instructional leaders in secondary science through the Project RESET (Reflect, Empower, Supervise, Engage, Transform) initiative. 31 purposefully selected participants, who function as instructional leaders in the school, participated in the study. The study was implemented following the MMAR iterative processes: diagnosis, reconnaissance, planning, acting, evaluating, and monitoring. Quantitative findings and qualitative insights revealed that Project RESET resulted in a statistically significant improvement in supervisory competence from competent to highly competent, and participants’ reflections on improved supervisory approaches, including structured practices, clarity in the use of tools, and more relational/emphatic supervision, supported this. The study concluded that Project RESET strengthened the supervisory competence and practices of secondary science instructional leaders, bridging gaps in instructional supervision, providing a replicable, needs-based model for professional development.