Beyond the classroom door: Strengthening instructional supervision through classroom-observable teaching strands
Abstract
This study examined the extent of implementation and the perceived effectiveness of instructional supervision in relation to classroom-observable teaching strands among elementary school teachers at Gabi Elementary School, Day-as Elementary School and, Gilutungan Integrated School, Cordova District during the School Year 2025-2026. The classroom-observable teaching strands, which where anchored on the Philippine Professional Standards for Teachers (PPST), included Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Curriculum and Planning, and Assessment and Reporting. Instructional supervision was examined through four key supervisory practices: Classroom Observation, Feedback and Post-Observation Conferencing, Mentoring and Coaching, and Professional Development and Instructional Support. The study employed a sequential explanatory design involving 31 elementary school teachers. Quantitative data were gathered through survey questionnaires and PPST-based teacher performance evaluation records, while qualitative data were collected through interviews and reflective writing. Quantitative data were analyzed using the weighted mean and the Pearson product-moment correlation at the 0.05 level of significance. The qualitative findings were used to explain and enrich the quantitative results by identifying teachers’ experiences, perceptions, and challenges related to instructional supervision. Results revealed that instructional supervision practices were implemented to a high extent and were generally perceived by teachers as supportive of instructional improvement, classroom management, and professional growth. However, teachers perceived supervisory practices positively, although statistical relationships with performance indicators were weak and indirect. The results of qualitative research indicated the importance of constructive feedback, mentoring, collaboration, and reflection in building teacher confidence and decision-making in instruction. The research suggests that instructional supervision is a development process in terms of teacher development and competence building. An Instructional Supervision Training Program was developed based on the research results.