Instructional Supervisory Competence of School Administrators: Basis for a Proposed Enhancement Program

Abstract

Instructional supervision remains a critical function of school administrators in ensuring quality education, yet its effective implementation depends on the competencies that administrators possess. This study examined the instructional supervisory competence of school administrators in the public elementary schools of Bauang North District, La Union, Philippines, as perceived by both administrators and teachers. Using a quantitative descriptive-correlational research design, the study assessed supervisory competence across five dimensions: curriculum and instruction, classroom observation and feedback, professional development and coaching, resource management and support, and policy and legal compliance. Data were gathered from 25 school administrators and 125 teachers using researcher-developed instruments validated through expert review and pilot testing. Administrators reported high self-perceived supervisory competence (M = 4.12), while teachers' assessment of administrators' competence yielded a slightly lower mean score (M = 3.78), indicating a perception gap. Classroom observation and feedback received the highest rating from administrators (M = 4.25), whereas teachers rated curriculum and instruction most favourably (M = 3.92). Resource management and support received the lowest ratings from both groups. Correlation analysis revealed a significant positive relationship between administrators' self-assessed competence and teachers' perceptions (r = .45, p < .01). Regression analysis further showed that professional development and coaching (β = .32, p < .001) and classroom observation and feedback (β = .28, p < .01) emerged as significant predictors of teachers' overall satisfaction with instructional supervision. Findings indicate that while administrators perceive themselves as competent, teachers' perceptions reveal areas requiring targeted enhancement, particularly in resource management and support. The study proposes a competency-based enhancement program focused on strengthening administrators' skills in providing constructive feedback, coaching teachers, and managing instructional resources effectively.