Instructional Supervision of School Heads and its Relationship to Teachers Performance based on PPST Domains

This study examined the relationship between instructional supervisory competence of school heads and teachers’ performance based on PPST Domains 1, 3, and 5 in public elementary schools of Ubay 1 District, Division of Bohol. A descriptive-correlational design was employed using survey questionnaires administered to 20 school heads and 100 teachers. Results revealed outstanding supervisory skills among school heads (overall mean = 4.54) and excellent teacher performance in both school head ratings (mean = 3.59) and self-assessment (mean = 3.74), with Domain 5 strongest and Domain 3 consistently weakest. Significant positive correlations were found: moderate (r = 0.479, p < 0.001) between teacher-perceived supervision and self-assessed performance, and moderate-to-strong (r = 0.606, p = 0.005) between heads’ self-rated supervision and their teacher evaluations. Despite high competence levels, 52% of teachers feared negative judgment, 36% felt anxious about unannounced visits, and supervision was widely seen as evaluative rather than developmental, indicating a critical trust deficit that limits supervisory impact. The study concludes that while technical supervisory excellence exists, its effectiveness is severely constrained without psychological safety. It recommends adopting a trust-based supervisory framework featuring co-planned observations, timely resource-supported follow-ups, and developmental feedback to transform supervision into a genuine catalyst for teacher growth and improved learning outcomes.