Abstract :

Instructional supervision is one critical factor in education that influences teachers’ quality practices and enhances students’ learning in senior high schools. This study used an explanatory sequential mixed methods approach to assess the instructional supervision practices of Subject Group Heads (SGHs). This study involved 13 SGHs and 63 teachers who responded to structured questionnaires that measured the quality of supervision in terms of checking lesson plans and teaching materials, classroom observations, and providing technical support. Weighted averages show that SGHs engaged in supervision practices and teachers had comparable views. Analysis of the differences between SGHs and teachers found no statistical significance, suggesting congruence in their understanding of supervision practices. The thematic analysis revealed barriers such as inadequate lesson plans, lack of teacher readiness, weak observation checklists, teacher reluctance to receive feedback, and lack of resources. Combining quantitative and qualitative results revealed that although instructional supervision generally occurred, it was inconsistent and insufficient for development due to challenges. The research concludes that instructional supervision needs to be enhanced through systematic, evidence-based, and developmental methods. Further research may be conducted with more schools to monitor and evaluate the implementation, usefulness, and effectiveness of the SUSTAIN-Based Technical Assistance Handbook in addressing supervision gaps and improving teachers’ instructional performance.

---

Keywords :

Instructional supervision, Subject Group Heads, Teacher support, Classroom observation, Professional development, Educational quality

---

References :

1. Ajugo, M. (2024). Clinical supervision for quality education delivery in public schools in Nigeria. EJAHSS, 1(2), 47–60. https://doi.org/10.59324/ejahss.2024.1(2). 05
2. Anurat, K., Thamyongkit, S., Pakakasama, S., & Sumrithe, S. (2024). Assessing the role of mentors in mitigating burnout and enhancing professional development in medical education. International Journal of Medical Education, 15, 1–7. https://doi.org/10.5116/ijme.659b.d08c
3. Aquino, C., Afalla, B., & Fabelico, F. (2021). Managing educational institutions: School heads’ leadership practices and teachers’ performance. International Journal of Evaluation and Research in Education, 10(4), 1325. https://doi.org/10.11591/ijere.v10i4.21518
4. Babo, R., & Syamsuddin, A. (2022). Clinical supervision model to improve the quality of learning in elementary school. Jurnal Ilmiah Sekolah Dasar, 6(1), 85–94. https://doi.org/10.23887/jisd.v6i1.41303
5. Baecher, L., Copland, F., & Mann, S. (2024). Introduction to the special issue: Renewal and reconceptualization of supervision in TESOL. TESOL Journal, 15(3), Article e839. https://doi.org/10.1002/tesj.839
6. Berhanu, K. (2024). The mediating role of teachers’ attitudes toward instructional supervision in the association between instructional supervisory practice and teachers’ job performance. Participatory Educational Research, 11(2), 212–229. https://doi.org/10.17275/per.24.27.11.2
7. Braun, V., & Clarke, V. (2008). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
8. Buban, L. M., & Digo, G. S. (2021). Management beliefs and practices of elementary school heads on instructional leadership. International Journal of Research-GRANTHAALAYAH, 9(7), 170–178. https://doi.org/10.29121/granthaalayah.v9.i7.2021.4088
9. Caballera, R. A., & Digo, G. S. (2023). Empowering rural science teachers as reflective and action-oriented practitioners. International Journal of Social Science and Education Research Studies, 03(11), 2226-2234. https://doi.org/10.55677/ijssers/v03i11y2023-08
10. Cansoy, R., Gümüş, S., & Walker, A. (2024). Challenges in implementing instructional leadership: Insights from Turkish school principals. Educational Management Administration & Leadership, 53(5), 991-1015. https://doi.org/10.1177/17411432241263915
11. Department of Education (06 April, 2016) DO 19, s. 2016 – Guidelines on the Organizational Structures and Staffing Patterns of Stand-alone and Integrated Public Senior High Schools (SHS).
12. Department of Education (01 October, 2025). DM 89, s. 2025: Guidelines on the Multi-Year Performance Management and Evaluation System for Teachers from School Years 2025–2026 to 2027–2028.
13. Galabo, N. (2025). Intensifying instructional supervision of teachers through school head’s intentional mentoring strategy (SHIMS). International Journal of Research and Innovation in Social Science, IX(IX), 106–111. https://doi.org/10.47772/ijriss.2025.909000010
14. Hoque, K., Kenayathulla, H., Subramaniam, M., & Islam, R. (2020). Relationships between supervision and teachers’ performance and attitude in secondary schools in Malaysia. SAGE Open, 10(2), Article 2158244020925501. https://doi.org/10.1177/2158244020925501
15. Juma, J., Ndwiga, Z., & Nyaga, M. (2021). Instructional leadership as a controlling function in secondary schools in Rangwe Sub-County, Kenya: Influence on students’ learning outcomes. Educational Management Administration & Leadership, 51(4), 791-808. https://doi.org/10.1177/17411432211015228
16. Liu, Y., Bellibaş, M., & Gümüş, S. (2020). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430-453. https://doi.org/10.1177/174114322091043
17. Locsin, M. (2025). Subject group heads’ instructional supervision and its effect on the performance of their teachers in Cardona Senior High School: Input for an instructional supervision enhancement program. PEMJ, 36(10), 1116–1120. https://doi.org/10.70838/pemj.361005
18. Maisyaroh, M., Wiyono, B., Hardika, H., Valdez, A., Mangorsi, S., & Canapi, S. (2021). The implementation of instructional supervision in Indonesia and the Philippines and its effect on the variation of teacher learning models and materials. Cogent Education, 8(1), Article 1962232. https://doi.org/10.1080/2331186x.2021.1962232
19. Malinga, C., Jita, L., & Bada, A. (2021). Middle Management and Instructional Leadership: The Case of Natural Sciences’ Heads of Departments in South Africa. Jetl (Journal of Education Teaching and Learning), 6(2), 119. https://doi.org/10.26737/jetl.v6i2.2425
20. Mangadlao, J., & Oropa, J. (2025). Enhancing Supervisory Programs through Instructional Practices of School Heads. Journal of Interdisciplinary Perspectives, 3(3), 398–406. https://doi.org/10.69569/jip.2025.052
21. Mesfin, S. (2025). Practices and challenges of school-based supervision. Current Trends in Business Management, 3(1), 01–06. https://doi.org/10.33140/ctbm.03.01.04
22. Montales, J. C., & Digo, G. S. (2024). Correlational study on the performance of school heads and their instructional leadership practices. International Journal of Social Science and Education Research Studies, 4(3), 199–206. https://doi.org/10.55677/ijssers/v04i3y2024-05
23. Palacio, H. G., & Digo, G. S. (2024). Development of handbook on instructional coaching and mentoring for master teachers. International Journal of Social Science and Education Research Studies, 4(4), 326–337. https://doi.org/10.55677/ijssers/v04i4y2024-08
24. Pineda, S., Habagat, J., Lucido, J., & Obediente, A. (2024). Leveraging classroom observation tools (COT) for an enhanced instructional supervisory practice. International Journal of Research Studies in Education, 13(6), 27-44. https://doi.org/10.5861/ijrse.2024.24040
25. Pomentel, L. (2024). Exploring the influence of school heads’ instructional supervision on teachers’ efficacy and performance. International Journal of Research Publications, 148(1), 256-275. https://doi.org/10.47119/ijrp1001481520246420
26. Spillane, J. P., Halverson, R., & Diamond, J. B. (2001b). Investigating School Leadership Practice: A Distributed Perspective. Educational Researcher, 30, 23-28.
    http://dx.doi.org/10.3102/0013189X030003023
27. Syahputra, A., Sudadi, S., & Mufaizin, M. (2024). Implementation of Clinical Supervision to Enhance Teacher Professionalism at Madrasah. Idarotuna Journal of Administrative Science, 5(2), 170-183. https://doi.org/10.54471/idarotuna.v5i2.110
28. Tarimo, P., & Lekule, C. (2024). Effect of instructional supervision on education quality in secondary schools in Kaham District, Tanzania. East African Journal of Education Studies, 7(1), 216–230. https://doi.org/10.37284/eajes.7.1.1759
29. U-Sayee, C., & Adomako, E. (2021). Supervisory practices and challenges faced by senior high school principals in Greater Monrovia, Liberia: Implications for quality education. Heliyon, 7(4), Article e06895. https://doi.org/10.1016/j.heliyon.2021.e06895
30. Waninga, W., Musundi, B., Atabo, H., Nambogwe, E., Olinga, J., Ajuko, S., et al. (2025). Clinical supervision in science education: A reflective framework for supervisors and trainees. Journal of Education and Practice, 9(5), 47–62. https://doi.org/10.47941/jep.3074
31. Wulandari, D., Vivekanantharasa, R., & Fauzan, A. (2022). Clinical supervision’s role in improving teachers’ teaching skills in online learning.