SCHOOL HEADS’ SUPERVISION AND TEACHERS’ TEACHING EFFICACY IN RELATION TO PEDAGOGICAL PRACTICES

Authors

Jason V. Quiano, Analyn S. Clarin, Cynthia S. Superable

Abstract

Effective school heads’ supervision is a cornerstone for creating a dynamic, supportive, and high-performing educational environment. This study investigated the school heads’ supervision and teachers’ teaching efficacy in relation to pedagogical practices in DepEd Misamis Occidental Division during SY 2025-2026. The respondents were 127 beginning teachers selected through stratified random sampling. The study utilized School Heads’ Supervision, Teachers Teaching Efficacy and Teachers' Pedagogical Practices Questionnaires as research instruments. Mean and Standard Deviation, Moment-Product Correlation with Pearson, and Regression analysis were the statistical tools used to analyze the gathered data. The study revealed that school heads’ supervision practices and teachers teaching efficacy were perceived very high. Teachers’ pedagogical practices were very satisfactory. The study found that school heads’ supervision and teachers’ teaching efficacy were significantly related to teachers’ pedagogical practices. The school heads’ supervision-observation practices together with teachers’ outcome expectation, personal goals, and motivation were the predictors of teachers’ pedagogical practice. The study concludes that school heads religiously observe classes in the conduct of instructional supervision. School heads may put premium on the provision of timely feedback, reflection and support.

Keywords

class observation, emotional strain, pedagogy, resilience, teaching efficiency