This study investigates the competence of school heads in providing instructional supervision and... more This study investigates the competence of school heads in providing instructional supervision and its significance in enhancing teachers' performance within the division of Valencia City during the 2022-2023 school year. A total of ninety-four school heads were selected through universal sampling, along with six hundred eighty-five elementary and secondary teachers chosen via stratified random sampling as respondents. Employing a descriptive survey design and documentary analysis, the assessment of school heads' instructional supervisory skills utilized the adapted DepEd Region 10 Instructional Supervisory Tool (2017), while teachers' performance was measured using the Individual Performance Commitment and Review Form. Descriptive statistics, including frequency, mean, and standard deviation, were applied, with the Pearson Product-Moment Correlation Coefficient (r) used to examine relationships between variables. Findings indicate that school heads consistently exceed expectations in their supervisory roles, resulting in outstanding teacher performance, with a significant relationship identified between school heads' instructional supervisory skills and teachers' performance. Effective instructional supervision enhances teachers' performance by providing targeted support and feedback, leading to improved teaching practices and better student outcomes; conversely, insufficient supervision can hinder professional growth and negatively affect classroom effectiveness. The study underscores the necessity of strong school leadership for improved teaching and student success, recommending further training for school heads to enhance their supervisory skills and foster a supportive school environment.
The Philippines faces major educational challenges in reading, math, and science, according to re... more The Philippines faces major educational challenges in reading, math, and science, according to reports from the Functional Literacy, Education, and Mass Media Survey (FLEMMS) and the Programme for International Student Assessment (PISA). Together, the FLEMMS and PISA results point to a learning crisis in the country. President Ferdinand R. Marcos Jr. and his administration sign into law the Republic Act No. 12028, also referred to as the Academic Recovery and Accessible Learning (ARAL) Program Act, as the long-term answer to this education crisis. The goal is to give support to learners who lag in pinpointed subjects where Filipino learners are at a disadvantage, such as language, mathematics, and science. Authored in the Senate by Senator Sherwin Gatchalian and Roman Romulo in the Congress, then later enacted into law on October 16, 2024 Students in Kindergarten through Grade 10 can receive free educational support through the ARAL Program. It is intended for students who are at risk of falling behind academically, those who face academic challenges, or have returned after dropping out. It gives additional learning sessions outside regular school hours while in some schools they are conducted even on Saturdays. The program is ideal in improving the abilities while meeting the grade-level requirements of the targeted learners with the help of these tutorials. Closing educational disparities and ensuring that no child is being left behind are the primary concerns. Some teachers found the program very essential as they shared their insights:
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