Effects of Instructional Supervision on the Performance of Junior High School Teachers

Abstract

The study was conducted to investigate the effect of instructional supervision on the performance of junior high school teachers and find out the relationship between instructional supervision and teaching performance. The respondents of this study consisted of 50 Junior High School Teachers of Don Carlos Ledesma National High School for the school year 2025-2026. The design of this study was descriptive-correlational, while total sampling was applied to ensure the inclusion of all members of the target population. The data gathering instrument of this research was a validated researcher-made questionnaire, and statistical tools such as Weighted Mean and Pearson Product-Moment Correlation Coefficient were employed. Instructional supervision was measured in four dimensions: supervisory visits, feedback, mentoring, and support for professional development, while teacher performance was measured in four dimensions: lesson planning, teaching engagement, learner engagement, and assessment practices. From the results of the study, it was evident that instructional supervision was carried out at a very high level, especially on the aspects of guidance and support through supervisory visits, feedback, mentoring, and professional development. There was a very high level of competence on the part of the teachers regarding planning, application of effective methodologies of teaching, interaction with the students, and assessment of the students. There was a very strong positive correlation observed through the correlation study between instructional supervision and the performance of the teachers, which showed that the higher the quality of instructional supervision, the higher the quality of teacher performance. There was an emphasis on the need to provide supportive developmental supervision to promote development and motivation.