INSTRUCTIONAL SUPERVISORY PRACTICES OF

SCHOOL HEADS DURING THE NEW NORMAL

AT BUENAVISTA DISTRICTS I AND II,
DIVISION OF QUEZON

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 721-736
Document ID: 2023PEMJ1403
DOI: 10.5281/zenodo.10458726
Manuscript Accepted: 2023-25-11
Psych Educ, 2023, 15(7): 721-736, Document ID:2023 PEMJ1403, doi:10.5281/zenodo.10458726, ISSN 2822-4353
Research Article

Instructional Supervisory Practices of School Heads During the New Normal

at Buenavista Districts I and II, Division of Quezon
Analy L. Guamos, Leodegario M. Jalos, Jr .*
For affiliations and correspondence, see the last page.
Abstract
The research aimed to evaluate instructional and supervisory practices among school heads in
Buenavista Districts I and II during the 2022-2023 academic year within the context of the new
normal. It involved profiling elementary schools and assessing school heads' supervisory practices
across instructional, professional, motivation, and assessment realms, examining differences based
on demographic factors. The study also investigated the effectiveness of these practices in enhancing
instructional quality, identified obstacles faced by school heads in executing them, and proposed a
specialized training program based on its findings. Utilizing a descriptive-comparative quantitative
research method, the study encompassed 22 school heads and 220 elementary teachers through a
researcher-developed survey conducted both in print and online. Analyzing the data involved various
statistical measures such as frequency count, percentage, weighted mean, rank, and ANOVA.
Findings indicated predominantly small-sized schools led by Head Teachers. Instructional
supervisory practices were consistently perceived as "Much Practiced" across various indicators,
irrespective of school size or head designation. These practices were deemed highly effective in
improving instructional quality, yet school heads encountered several challenges in their execution.
Consequently, the study advocates for a comprehensive supervisory training initiative to overcome
these obstacles and enhance the practices among school heads.

Keywords: instructional supervision, leadership and management, new normal, training design, school
heads

Introduction approaches from school heads and educators to ensure

The COVID-19 pandemic, caused by the novel
coronavirus SARS-CoV-2, was declared over. It
emerged as a global health crisis that profoundly
affected all aspects of society, with education being
one of the most impacted sectors. The pandemic began
in late 2019 when cases of a novel respiratory illness
were first reported in Wuhan, China. The virus quickly
spread across borders, leading to a global pandemic
declaration by the World Health Organization (WHO)
in March 2020. The rapid transmission of the virus
prompted governments worldwide to implement
stringent measures, including lockdowns and social
distancing, to mitigate its spread.
In the context of education, the impact was particularly
significant. Schools were forced to close their physical
campuses to prevent the virus's transmission, abruptly
disrupting traditional in-person learning. This shift had
far-reaching consequences for students, educators, and
families, as they had to adapt to remote education and
cope with the challenges posed by the sudden changes.
Students' regular routines were disrupted as schools
were closed and remote learning was implemented,
impacting their social interactions and access to
quality education.
For schools, this disruption demanded innovative
continuity in learning. School leaders faced the
challenge of maintaining educational standards and
supporting students and teachers during these
unprecedented times. Different strategies emerged,
such as utilizing online platforms for virtual
classrooms, distributing learning materials through
various mediums, and establishing communication
channels to facilitate teacher-student interaction.
The Philippines' Department of Education responded
with the Learning Continuity Plan (DepEd, 2019),
incorporating varied learning approaches like modular,
blended, limited face-to-face, and full face-to-face
classes. These changes reflected the shift toward the
"new normal" in education, blending online and in-
person learning.
Despite the challenges, school heads emerged as
crucial instructional leaders (Glickman et al., 2014).
Their role in ensuring a smooth transition to full face-
to-face learning involved overseeing safety protocols,
providing professional development, and continuously
improving teaching quality through supervision.
However, this transition presented challenges,
including managing staff anxiety, adapting to health
guidelines, and supporting teacher-student engagement
while upholding safety measures (Smith, 2021). This
highlighted the need for adaptable leadership and

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Research Article
effective communication. Instructional supervision
became a crucial tool for continuous improvement,
aiding in identifying areas for growth and addressing
challenges in real-time, enhancing the quality of
education (Glickman et al., 2014).
As Netolicky (2020) notes, leaders in a crisis must act
quickly and strategically, but they must also carefully
consider potential outcomes, alternatives, and
repercussions. School leaders are walking a tightrope
without a safety net. There are no precedents and no
guides to leading schools in a pandemic. There has
been some early research into the effects and impact of
COVID-19 on all education sectors. This work has
helped to set down useful markers and some
preliminary reference points. However, aiming to
capture the dimensions of such a colossal moving
target will require far more sophisticated research
methodologies in the future if the work moves to more
valid and generalizable findings (Fetters & Molina-
Azorin, 2020).
The study aimed to examine the instructional
supervisory practices of school heads in Buenavista
Districts I and II during the new normal (Tyagi, 2010).
It aspired to guide interventions and staff development
to strengthen instructional supervision post-pandemic
in these settings (Tyagi, 2010).
Research Questions
This study aims to determine the instructional
supervisory practices of the school heads in the new
normal in Buenavista Districts I and II, Division of
Quezon. Specifically, it will answer the following
questions:
1. What is the profile of elementary schools in
Buenavista Districts I and II in terms of:
1.1. School Size; and
1.2. Designation of School Heads?
2. What is the level of practice on the instructional,
supervisory practices of the school heads during the
new normal when grouped according to school profile
along:
2.1. School Size
2.1.1 Instructional Practices;
2.1.2 Professional Practices;
2.1.3 Motivation Practices, and
2.1.3 Assessment Practices?
2.2. Designation of School Heads
2.2.1 Instructional Practices;
2.2.2 Professional Practices;
2.2.3 Motivation Practices, and
2.2.4 Assessment Practices?
Guamos & Jalos
3. Is there a significant difference in the instructional,
supervisory practices of the school heads when
grouped according to profile in terms of:
3.1 School Size; and
3.2 Designation of School Heads?
4. How effective are the instructional supervisory
practices of the school heads in terms of the following
dimensions:
4.1 Instructional Practices;
4.2 Professional Practices;
4.3 Motivation Practices, and
4.4 Assessment Practices?
5. What hindrances are encountered by the school
heads in the execution of Instructional Supervisory
Practices?
6. What instructional supervisory training design can
be proposed for the school heads based on the findings
of the study?
Literature Review
Profile of Elementary Schools
In the Philippine Department of Education (DepEd)
for the 2019-2020 school year, a substantial workforce
of 836,193 educators was recorded, primarily
consisting of elementary (497,200) and middle to high
school educators (277,393) (de la Fuente, 2021). These
educators were distributed among different school
sizes, with small, medium, large, and mega-large
categories managed by school heads acting as
supervisors (Llego, 2017).
Smaller schools offer a close-knit environment where
faculty members know each student personally,
fostering a strong sense of support and accountability
both academically and behaviorally (Coed Schools,
2022). This setting encourages collaboration among
teachers, providing opportunities for a more intimate
learning community and diverse extracurricular
involvement. In contrast, larger schools, while
presenting their own challenges, offer a broader array
of resources and a diverse curriculum that
accommodates various interests and educational needs
(Wang & Calvano, 2022).
Small schools, characterized by lower student-to-
teacher ratios, facilitate personalized attention and a
strong sense of community, contributing to effective
management and performance (The Wing Institute at
Morningside Academy, 2023). Conversely, large
schools benefit from a vast resource pool, specialized
teachers, and diverse programs that enrich the
educational landscape and promote multifaceted
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learning experiences (Wang & Calvano, 2022).
In terms of school head designations, studies indicate
that Head Teachers play a significant role,
demonstrating intensive practice across various
domains, often surpassing full-fledged Principals in
goal orientation (Dellomas & Deri, 2022). However,
no significant correlation has been found between the
authority, accountability, and empowerment levels of
school heads and the school's performance (Lapus &
Pecajas, 2022). The role of the school head,
particularly the Head Teacher, encompasses complex,
multi-dimensional responsibilities focused on
educational improvement and infrastructure
enhancement (Qutoshi & Khaki, 2014).
Level of Practice of Instructional Supervision
In an effort to bolster school administrators' efficacy,
the Department of Education invests in robust training
programs and seminars, like the School Head
Development Program (SHDP), aimed at shaping
influential leaders in the 21st century (Bauto, 2018).
The SHDP, conducted in Region III for various school
heads, covered modules on instructional leadership
and prepared them for global challenges, focusing on
effective communication and problem-solving skills.
Instructional supervision, highlighted by Kuo (2016),
stands distinct among educational supervisory roles.
Through classroom walkthroughs and lesson
observations, principals play a pivotal role in
curriculum development and enhancing teaching
practices. Effective instructional supervisors aim to
elevate student achievement by aligning objectives
with district, state, and national standards, fostering
professional development, and collaborating with
stakeholders for a holistic education (Kuo, 2016;
Hofman, 2014).
This supervisory role also emphasizes aiding teachers
in their professional growth, fostering a supportive and
conducive learning environment, and engaging in
continuous assessment to improve teaching practices
(Starratt, 2017; Grauer, 2022). The instructional
supervisor's organizational, leadership, and
communication skills play a crucial role in guiding
teachers, organizing resources, and fostering a
collaborative educational setting (Sun Star, 2017).
Jared (2011) highlighted supervision's goals: providing
objective feedback, solving teaching issues, aiding
teacher development, facilitating promotions, and
nurturing positive attitudes among educators.
Supervision is viewed as an innovative and dynamic
process pivotal to improving instructional
Guamos & Jalos
effectiveness and fostering a conducive classroom
environment (Jared, 2011; Online Note Bank, 2020).
Educational supervision, as detailed by Online Note
Bank (2020), aims to enhance teaching skills,
introduce new pedagogical methods, improve
classroom settings, diagnose teaching-learning
problems, build relationships among stakeholders,
integrate educational system components, and foster
cooperative educational efforts. When administrators
actively guide educators, they engage in a
transformative educational supervision process (Online
Note Bank, 2020).
Practices in Instructional Supervision
To lessen the speed of the spread of the COVID-19
pandemic and decrease the number of new infections,
most countries have temporarily shut down
educational institutions worldwide for nearly two
months (UNESCO, 2020). More than 1.2 billion
students around the world, including more than 28
million students in the Philippines, have been
impacted by this closure (UNESCO, 2020). Students
and teachers in several countries have been forced to
stay home due to emergency measures like lockdowns
and quarantines, prompting the development of online
education and workplace tools (Crawford et al., 2020).
However, online learning presents unique dangers,
issues, and difficulties, particularly in HEIs, for both
instructors and students (Bao, 2020). As of May 11,
2020, there were 10,794 confirmed cases in the
Philippines (DOH, 2020), which is expected to rise.
Worldwide, more than four million confirmed cases
(Worldometer, 2020). In light of these realities,
educational policymakers embraced the new standard
of education. Classes for elementary students will
begin on August 24, 2020, rather than in June 2020, as
part of the Learning Continuity Plan (LCP) being
implemented by the Department of Education (DepEd)
for the 2020–2021 school year (DepEd, 2020).
Practices in the Delivery of Instructions
The studies reviewed emphasized the crucial role of
classroom management in education. Aluçdibi Ekici
(2012) underscored its impact on education and
student behavior. Stough et al. (2015) highlighted
ongoing training needs for teachers in classroom
management. Drang's (2011) analysis explored
preschool teachers' approaches, including setup, social
skills, and emotional growth. Moghtadaie1 and
Hoveida (2015) examined management styles' impact
on teachers' optimism, while Ahmad et al. explored
student behavior challenges. Ozgan (2015) identified
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teacher-student communication's influence on conflict
resolution and student well-being.
The educational landscape has seen shifts due to the
homeschooling mandate and evolving standardized
testing practices (Garcia & Weiss, 2020). Principals'
supervision practices often fall short in connecting
pedagogical beliefs with instructional methods
(Sterrett et al., 2020). As a result, educational
supervisors need to transcend traditional accountability
systems to bridge educational gaps effectively.
Amid these changes, the Philippines' Department of
Education implemented Modular Distance Learning
(Hernando-Malipot, 2020) as an innovative solution,
fostering self-directed learning (Quinones, 2020). This
approach encourages student autonomy and ownership
of learning, emphasizing the resilience of educators
(Nardo, M.T.B, 2017) and the community's
collaborative effort in ensuring continued education
during challenging times.
Instructional Supervisory Practices and Its
Effectiveness by the School Heads
The impact of the COVID-19 pandemic on education
has been far-reaching, prompting Liebman's (2020)
advice to plan for safe in-person instruction. This shift
necessitated rapid transitions to online learning,
altering the roles of educational leaders as instructional
supervisors (Van Lancker & Parolin, 2020). This crisis
exposed disparities in access and widened educational
gaps among different student groups.
Schools, like Western Cagayan School of Arts and
Trades (2022) and City Schools Division of
Dasmarinas (Luna, 2022), adapted instructional
supervision through DepEd-guided policies. Virtual
platforms like VS@HO were adopted to observe and
enhance teaching methods amid the pandemic (Luna,
2022). Monthly supervisory plans and DepEd policies
helped maintain supervision standards and technical
support (Western Cagayan School of Arts and Trades,
2022).
Effective instructional supervision involves clear
expectations, curriculum alignment, ongoing
professional development, and feedback for teachers
(Niqab et al., 2014). Principals collaborate with
teachers, mentor them, and provide necessary
resources and support (Ghavifekr & Ibrahim, 2014).
Moreover, Mislang-Sison and Junio (2019) noted that
school administrators' supervision practices varied
based on factors like seminars attended, impacting
instructional performance. Samkage (2013)
Guamos & Jalos
highlighted administrators' use of student data for
informed decision-making and fostering positive
school cultures.
Hindrances the School Heads in The Execution of
Instructional Supervisory Practices
Education serves as a cornerstone for societal progress,
primarily imparted through formal schooling in
institutions, where instructional supervisors play a
pivotal role in aiding educators as learning facilitators
(Adelu, 2016). Although the shift from inspection to
supervision aimed to enhance education, developed
countries like the UK and the US still prioritize
inspection over school supervision, granting inspectors
more power (Adelu, 2016). Instructional supervision
involves actions to improve classroom teaching
through observation and dialogue, benefiting both
educators and students, yet challenges persist due to
barriers like resource scarcity and teacher reluctance
(Aureada, 2021; Terra Beand Rhanu, 2019).
Addressing these challenges requires redefining the
roles of educational managers and supervisors, as
instructional supervision encompasses overseeing all
instructional programs in a school (Kassahun, 2014).
Principals, as instructional supervisors, encounter
obstacles in enhancing pedagogical oversight due to
limited resources and societal issues affecting students
(Encanto, 2021). Efforts to improve teaching quality
emphasize the significance of universities preparing
future principals to effectively lead teachers amid
diverse societal and educational changes (Wise, 2015).
In the realm of principal supervision, the actual
implementation involves diverse processes: classroom
visits, evaluations, cross-school visits, seminars, and
more (Alila et al., 2016). Finland's study emphasized
inclusive education through sensitive, consistent
supervision methods. In Ghana, fostering teacher-
student relationships stood out in educational
supervision (Mensah et al., 2020). Supervision
approaches include orienting new teachers, work
review, in-service training, classroom observations,
and ensuring punctuality.
Challenges in supervision appear in various forms,
from teacher cooperation issues to standardized test
cheating. Insufficient collaboration with teachers
during policy-making and mentoring new educators
also impedes effective supervision (Osei et al., 2020).
A focus on fault-finding, inadequate teacher
motivation, training gaps, and budget inconsistencies
further hinder effective supervision (Dewodo et al.,
2020).
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Effective school oversight is paramount to educational
success, requiring a gamut of supervisory activities.
The Finnish study suggested improving student-
teacher ratios and resource allocation to enhance
education quality. Collaboration with international
bodies for additional funding and workshops for all
teachers were recommended to improve teaching
standards. Addressing sexual harassment through
policies and gender-sensitive training for educators
was also stressed (U-Sayee and Adomako, 2021).
In the Philippines, principals grapple with varied
challenges. Ensuring comprehensible lesson plans,
managing overlapping responsibilities, and navigating
unforeseen incidents demand their attention.
Connectivity issues, power outages, and logistical
hurdles due to the dispersed nature of schools pose
unique obstacles. Implementing skeletal work
arrangements and adherence to health protocols add to
their challenges (Villar et al., 2021).
Instructional evaluation hinges on supervisors' subject
knowledge, organizational skills, and openness to
teachers' input (Bernard Goodyear, 2018). Supervisors'
limited experience and ineffective feedback delivery
pose hurdles. Addressing employees' problems, giving
clear directives, and providing guidance fall within the
supervisors' ambit (Certo, 2016).
Supervisors require continuous training to execute
their duties effectively. The lack of training, weak
teacher-supervisor relationships, and insufficient
support impact supervisory practices negatively
(Abdulkareem, 2011). Principals, acting as
supervisors, need to assess teachers' performance,
making instructional supervision an integral part of
their role. Collaboration among educators is essential,
fostering a cooperative learning environment.
Instructional leaders should cultivate teacher
leadership for effective school governance. Effective
communication, strategic planning, and crisis
management skills are crucial for principals (Zepeda,
2013). Principals also contend with facilities'
limitations, such as libraries, laboratories, and water
supply. Maximizing available resources while ensuring
campus safety and security is pivotal.
Addressing classroom space shortages and enhancing
resources necessitates inventive solutions (Maffea,
2020). School administrators must think creatively,
lobby for funding, and focus on constructing adequate
facilities. Principals play a pivotal role in fostering
conducive learning environments amid varied
challenges.
Guamos & Jalos
Supervision's objective is to improve teacher
competence, necessitating consideration of teachers'
perception (Desalegn, 2012). A blend of supervision
models can enhance ownership of the process and
change attitudes toward instructional supervision and
management. Policy-oriented actions are essential,
considering instructional supervision's systemic
behavioral environment.
The balance between rule enforcement and a positive
learning environment is crucial (Haris and Ancho,
2020). Principals must navigate outdated facilities and
advocate for renovations or replacements. Addressing
resource limitations like libraries and science labs
requires proactive lobbying and innovative solutions.
Educators need adequate training to adapt to new
instructional formats (Toquero, 2020). With VR
replacing traditional classrooms, educators must
enhance pedagogical and technological skills. The
transition challenges educators in assessing
performance and reduces extracurricular activities,
demanding adjustments and training for online and
blended learning.
Methodology
The study utilized a descriptive-comparative research
method within a quantitative design, ideal for
addressing research questions and utilizing a survey
questionnaire for data collection. The descriptive
phase outlined elementary school profiles in
Buenavista Districts I and II, focusing on school size
and school head designation. It delved into the
instructional supervisory practices concerning the new
normal, analyzing practices in instructional,
professional, motivation, and assessment domains.
Additionally, it assessed the effectiveness of these
practices in enhancing instructional quality and
pinpointed obstacles faced by school heads. The
comparative phase aimed to detect significant
differences in instructional supervisory practices based
on school profile variables.
This research design aimed to describe and compare
various variables, using a descriptive method to detail
phenomena. It sought a comprehensive analysis of
characteristics, similarities, and differences among
variables using survey research. This approach was
chosen for its focus on fact-finding, analytical
interpretation, and measuring differences in respondent
experiences or views (Calderon & Gonzales, 2011).
Participants
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The study's respondents were the school heads and

teachers in Buenavista District I and II. No sampling researcher presented the data in tabular forms when all
method or technique was used in the study since the the data were collected. Data on tables were presented,
whole population of elementary school teachers and analyzed, and interpreted. The findings were
school heads was utilized to catch the whole nature of summarized, conclusions formulated, and
the phenomenon in the municipality's instructional recommendations were given.
supervision. This approach has higher accuracy and
eliminates sampling errors. The respondents were Ethical Considerations
composed of 22 school heads and 220 teachers. Table
1 shows the number of respondents per school in the All papers related to the conduct of the study were
two districts. completed. Teachers and school heads were oriented in
the goals of the study and were given a waiver to
Instruments of the Study continue or withdraw. Confidentiality of the
information given were highly observed.
The survey questionnaire was the instrument used in
gathering the data. This was crafted through the
guidelines of school LCP and the new average Results
education based on the guidelines set by the
Department of Education. It was divided into four (4)
This parts presented the analysis and discussion of the
parts.
data gathered. The presentation is divided into six (6)
parts and is reflected in tables organized according to
PART I is the elementary school profile according to
the instrumentation and statement of the problems.
school size and designation of school heads. PART II
Data are presented in tabular format, analysis, and
was the level of practice on the supervisory practices
implication, with support cited from relevant studies to
of the school head during the new normal, including
strengthen the results with evidence.
instructional competence (10 indicators), professional
competence (10 indicators), motivation factors (10
Table 1. Profile of Elementary Schools in Terms of
indicators), and assessment practices (8 indicators).
School Size in Buenavista Districts
PART III includes the effectiveness of the supervisory
instructional practices in increasing the quality of
instructional practices in terms of instructional
competence (10 indicators), professional competence
(10 indicators), motivation factors (10 indicators), and
assessment practices (8 indicators). Lastly, PART IV
involved the Hindrances of the school heads in the
execution of Instructional Supervisory Practices with
Table 1 outlines the elementary school profiles in
23 indicators. The research instrument underwent
Buenavista Districts, emphasizing school size
validation by two (2) Public Schools District
distribution. The majority of schools in both districts
Supervisors (PSDS), one (1) Elementary Principal, and
fall under the category of medium-sized schools,
one (1) Master Teacher) which was validated further
comprising 40.91%, followed by large schools at
by the language experts. The suggestions and
31.82%, and a smaller proportion of minor small
recommendations were added after the validation
schools at 27.27%. This distribution suggests a
process, including clarifying indicators of the
prevalence of medium-sized schools, indicating a
instruments, directions, and grammatical errors.
significant presence of teachers, students, and
stakeholders within barangay schools under the
Procedure
districts, integral to school management and
instructional resources. Within this context, medium-
The following procedures were undertaken in the data
sized schools, housing most teachers, could facilitate
gathering relative to the conduct of the study. Through
instructional supervision given their relatively
channels, the researcher sought permission from the
moderate teacher and student populations. This
division office to conduct a research study. After the
scenario implies that concerns related to curriculum
approval, the researcher distributed the questionnaires
implementation, planning, and monitoring might be
to the respondents and retrieved them by herself, while
some of the responses were collected through Google
Forms. The researcher used the survey method. The

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less intricate. However, ancillary services of teachers
might impede supervision due to limited staff available
for school needs, potentially affecting instruction
delivery. Nevertheless, this size allows for manageable
monitoring of teacher professional development and
student needs. Additionally, with smaller teacher
populations, there's a more personalized approach to
addressing professional needs, fostering a closer
professional environment conducive to improving
instructional practices and facilitating instructional
supervision. These findings align with Koussihouede's
(2020) review, emphasizing small schools' prevalence,
manageable supervision, and the Wing Institute's
support for Llego (2017), noting the ease of
management in smaller schools, allowing focused
attention on various aspects of development and
supervision.
Table 2. Profile of Elementary Schools in Terms of
School Size in Buenavista Districts
Table 2 displays the elementary schools' profile
concerning the designation of school heads. The data
illustrates that the majority of school heads are Head
Teachers, comprising 40.91%, followed by Teacher-
In-Charge at 31.82%, and Principals at 27.27%.
Intriguingly, while Principals, often considered the
most qualified, constitute the smallest number, Head
Teachers dominate the pool, suggesting a supportive
environment among school heads, including those yet
to meet national qualification standards. This balance
allows for technical assistance exchange among heads
and leverages the expertise of those with master's
degrees and in-field experience to compensate for any
lacking supervisory competencies. Consequently, a
diverse range of supervisory practices can be
anticipated in Buenavista Districts. This aligns with
Lepardo and Caingcoy's (2020) study highlighting the
prevalence of Head Teachers in school supervision and
the scarcity of fully qualified Principals. Aquino et al.
(2021) also affirmed that school heads' performance
correlates with their demographic traits, especially
educational background and experiences. Similarly,
Oco (2022) noted the limited opportunities for
leadership due to insufficient positions and
Guamos & Jalos
qualifications, emphasizing the influence of school
size and culture on the heads' performance.
Table 3. Summary Table of Instructional Supervisory
Practices of the School Heads during the New Normal
When Grouped According to School Size
Table 3 provides a comprehensive overview of the
instructional supervisory practices of school heads
during the new normal. Across all school sizes, these
practices were consistently interpreted as extensively
executed, with scores ranging from 3.41 to 4.20.
Notably, professional practices scored the highest
(WAM 4.08, .444 SD), while instructional practices
scored the lowest (WAM 3.99, .383 SD), culminating
in a Grand Mean of 4.05, suggesting a high level of
practice across all areas. These results denote the
school heads' dedicated execution of their duties,
focusing on instructional, professional, motivational,
and assessment practices. In particular, school heads
excelled in ensuring quality instruction delivery,
facilitating professional development opportunities,
cultivating a positive work environment, and diligently
assessing teacher and student performance. This
implies a strong leadership performance regardless of
the school size within the district.
Moreover, these findings hold crucial implications for
school leaders responsible for performance and staff
development. Principals exhibited proficiency in core
responsibilities such as curriculum development and
student evaluation, underscoring the importance of
their familiarity with school policies and necessary
expertise. Principals assigned significant motivational
tasks fostered dedication and excellence among staff,
highlighting the role of leadership in nurturing a
positive work culture. Additionally, those involved in
evaluating teachers ensured accountability and high
educational standards, emphasizing the need for
thorough monitoring and evaluation tools.
These outcomes echo findings from Mislang-Sison and
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Junio (2019) and Samkage (2013), emphasizing the
school heads' role in managing learning environments
and human resources across different school sizes,
while motivating growth in career, practice, and
assessment. Likewise, Bambi (2014) highlighted the
pivotal role of school heads in diverse schools,
recognizing varied needs and characteristics in
planning, implementing, evaluating, and reporting for
effective school management and learning supervision.
Table 4. Summary Table of Instructional Supervisory
Practices of the School Heads during the New Normal
When Grouped According to Designation of School
Heads
The substantial emphasis on Motivation Practices
underscores the recognition of fostering a positive
atmosphere crucial for teacher morale and student
engagement. Enhancing assessment practices,
indicated by a lower mean score, is imperative for
refining instructional supervision.
The importance of continuous professional growth,
personalized support, and fostering motivational
environments for teachers emerges as crucial for
effective instructional supervision in schools during
challenging times. These outcomes align with studies
by Mislang-Sison and Junio (2019), Samkage (2013),
and Qutoshi and Khaki (2014), emphasizing school
heads' role in managing learning environments, human
resources, and holistic school aspects across different
designations, with relentless efforts toward career
growth, practice, assessment, and collective goals for
school improvement.

Table 5. Statistical table showing the Significant

Difference in the Instructional Supervisory Practices
of the School Heads according to School Size

Table 4 offers a comprehensive breakdown of school

heads' instructional supervisory practices during the
new normal, categorized by their designations as
Principals, Head Teachers, and Teachers in charge.
Across all domains—Instructional, Professional,
Table 5 illustrates the absence of significant
Motivation, and Assessment Practices—school heads
differences in professional practices among
have consistently demonstrated a robust commitment.
respondents grouped by school size. The obtained p-
Notably, Instructional Practices received a solid rating,
values ranging from .055 to .944 indicate a lack of
denoted as "Much Practiced," with a composite mean
significant variance in instructional and supervisory
of 3.99. Professional Practices were slightly higher,
practices across school sizes among school heads. This
averaging 4.05, while Motivation Practices stood
suggests that despite varying school sizes, instructional
strong at 4.08. Although Assessment Practices
and supervisory practices, including instructional,
received significant attention, they showed a slightly
motivational, and assessment methods, remained
lower composite mean of 3.24. The overall Grand
similar across Buenavista districts I and II. These
Mean of 3.84 reaffirms the "Much Practiced" nature of
findings imply that school size might influence school
these supervisory practices across all designations,
heads' professional practices, yet it doesn't affect their
highlighting school heads' dedication to quality
instructional and supervisory approaches or related
education and effective school management amidst
sub-indicators. Regardless of school size, school heads
challenges.
have a consistent responsibility to ensure sufficient
instructional supervision. This encompasses familiarity
These findings suggest an unwavering commitment
with effective instructional strategies, ongoing teacher
among school heads to their instructional supervisory
observation, providing constructive feedback, and
duties during the new normal, emphasizing a collective
supporting teachers to enhance their instructional
focus on maintaining education quality and nurturing a
abilities.
supportive learning environment. However, ongoing
professional development remains crucial for school
Notably, adequate instructional supervision plays a
heads to stay abreast of evolving educational best
vital role in improving student outcomes and ensuring
practices. Variances in mean scores among
educational quality, irrespective of school size.
designations emphasize the need for tailored support
and training to address specific improvement areas.

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Psych Educ, 2023, 15(7): 721-736, Document ID:2023 PEMJ1403, doi:10.5281/zenodo.10458726, ISSN 2822-4353
Research Article
Therefore, school heads must prioritize delivering
effective instructional supervision, regardless of their
school's magnitude. It's essential for them to hone their
instructional supervision skills and ensure meaningful
support and feedback to enhance teachers' instructional
practices. These conclusions align with studies by
Grauer (2022), indicating the relationship between
teacher performance and support from school heads in
small and large schools. Additionally, Mensah et al.
(2020) highlighted the independence of the teacher-
student relationship from school head supervision,
emphasizing that performance is influenced by
personal drive and motivations (Lingam & Lingam,
2016; Mahzan & Nordin, 2021).
Table 6. A statistical table showing the Significant
Difference in the Instructional Supervisory Practices
of the School Heads according to the Designation of
School Heads
Table 6 outlines the variance in professional practices
among respondents based on school head designations.
The p-values, ranging from .179 to .763, suggest an
absence of significant differences in instructional
supervisory practices across the assignments of school
heads. This implies that regardless of their
designation—be it principals, head teachers, or
teachers-in-charge—school heads demonstrate similar
levels of instructional and supervisory practices across
instructional, professional, motivational, and
assessment domains. These findings highlight a
consistent approach to instructional supervision
adopted by school heads, irrespective of their
leadership role. This uniformity signifies a shared
dedication to upholding high standards of instructional
supervision within the educational institution. It also
underscores the effectiveness of training and
professional development initiatives aimed at
consistently equipping school heads with the necessary
skills and knowledge to fulfill their supervisory
responsibilities. Overall, these results reinforce the
notion that the quality of instructional supervision
remains consistent across different designations of
school heads, contributing significantly to the
institution's overall effectiveness.
Guamos & Jalos
This aligns with Mahzan and Nordin's (2021) study,
which observed consistent engagement in instructional
practices among principals, head teachers, and
teachers-in-charge, including curriculum alignment,
instructional coaching, and feedback provision to
teachers. Grauer (2022) also found similar patterns in
instructional practices among school heads,
emphasizing the importance of creating positive
learning environments and engaging in professional
development regardless of designation. Additionally,
comprehensive reviews by Qutoshi and Khaki (2014)
and Lapus and Pecajas (2022) consistently noted
uniformity in instructional practices across different
school head designations, supporting the idea of shared
commitments to implementing effective teaching
strategies and supporting instructional goals.
Table 7. Summary Table of the Effectiveness of the
Instructional Supervisory Practices of the School
Heads in Increasing the Quality of Instructional
Practices
Table 7 encapsulates the effectiveness of instructional
supervisory practices by school heads, demonstrating a
composite mean ranging from 3.41 to 4.20 across
instructional, professional, motivational, and
assessment domains—interpreted as effective.
Specifically, professional practices scored the highest
with a mean of 4.07, closely followed by motivation
practices at 4.05, and instructional and assessment
practices showing minute differences with means
ranging from 4.04 to 4.01. The grand mean of 4.05
implies an overall effectiveness of these practices.
These findings indicate that school heads' supervisory
practices significantly impact teachers' proficiency.
School heads proficient in instructional and
professional skills are better equipped to guide and
support teachers, ensuring the delivery of high-quality
instruction. Moreover, adeptness in motivating and
assessing teachers fosters a positive work
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Research Article
environment, potentially boosting teacher morale,
satisfaction, and performance. Effective practices in
these areas correspond to improved outcomes for both
teachers and students, fostering skill enhancement
among teachers and subsequently enhancing
instruction and student learning outcomes.
Consequently, the effectiveness of these supervisory
practices mirrors the pivotal role of school heads in
achieving the institution's goals, leading to well-
managed teachers, students, and stakeholders, thereby
enhancing school performance.
Kotirde and Yunos (2015) highlighted the effective
supervision by school heads, emphasizing
collaboration frameworks, material provisions, and
pedagogical development. Encanto's (2021) study
echoed similar sentiments, stressing technical
assistance in instructional supervision across school
sizes for pedagogical enhancement. Osei et al. (2020)
supported this with a focus on motivating stakeholders,
particularly teachers, through mentorship and
opportunities for growth, making their roles more
manageable. Dewodo et al. (2020) affirmed this,
emphasizing the availability of professional
development opportunities for all teachers, regardless
of school size. Finally, Goden's (2016) evaluation
underlined the necessity for school administrators to
base their actions on data, devising interventions to
benefit teachers, students, and stakeholders.
Table 8. Hindrances Encountered in the Execution of
Instructional Supervisory Practices of the School
Heads During New Normal
Guamos & Jalos
Table 8 outlines the hindrances encountered by school
heads in executing instructional supervisory practices
during the new normal, demonstrating varying mean
scores from 3.41 to 4.20, interpreted as encountered.
Indicators such as inconsistent work arrangements,
low teacher involvement, and absence of a library
emerged with the highest means at 4.23. The findings
reveal multifaceted challenges that school heads
encounter in their supervisory roles, spanning
unexpected incidents, overlapping tasks, connectivity
issues, geographical constraints, local guidelines,
limited face-to-face interactions, and more. These
obstacles significantly influence instructional
processes and the overall school environment,
presenting a mix of internal and external factors that
impact supervision effectiveness.
Among the challenges faced, external factors like
power interruptions, internet connectivity, and
geographical location lie beyond the direct control of
school heads, affecting instructional flow and
communication. On the other hand, internal issues like
poor supervisory skills, communication gaps, and rigid
rule imposition directly impede effective supervision
and potentially contribute to conflicts within the
school community. Notably, the absence of essential
facilities like libraries and science laboratories
hampers quality instruction delivery, limiting teachers'
capabilities and hindering student learning.
Additionally, concerns surrounding water sources,
security, and safety further underscore the critical role
school heads play in ensuring conducive learning
environments and student well-being. The identified
challenges suggest that proactive intervention by
school heads is vital to mitigate hindrances to effective
supervision and enhance school performance.
Addressing issues promptly, such as overcoming
communication gaps, providing essential facilities, and
ensuring a safe environment, is crucial to achieving the
school's objectives. Effective leadership, collaboration,
and communication with stakeholders are pivotal to
address these challenges and improve overall
educational outcomes.
These findings align with Aureada's (2021) study
emphasizing supervision's role in improving teaching
quality while facing various challenges. Intensive
training for supervisors and teachers to enhance
educational quality and regular support for teachers in
pedagogical matters emerge as potential strategies to
improve instruction, as highlighted by Terra and
Berhanu (2019). Moreover, Weerakoon (2017) noted
the multifaceted resource-related challenges in
instructional supervision that could be mitigated
through continuous training and development of
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Research Article
supervisory competencies by school heads. Niqab et
al. (2014) and Ghavifekr & Ibrahim (2014) underlined
how principals cope with these challenges by setting
clear expectations, aligning curriculum with standards,
fostering professional growth among teachers,
mentoring, providing resources, and encouraging
collaboration. These coping strategies aim to enhance
teaching quality, student success, and educators'
growth, showcasing the pivotal role of school leaders
in addressing the identified challenges.
Instructional Supervisory Training Design
The study findings suggest that the instructional and
supervisory training provided to school heads
encompassed various instructional practices in
professional, motivational, and assessment domains,
aligning with the roles and responsibilities expected of
school heads across schools of different sizes. Despite
the effective implementation of supervisory roles,
school heads encountered persistent challenges,
impacting teachers and students alike. This
underscores the crucial need for school heads to
transition from practical to highly effective
supervision, addressing encountered problems without
compromising overall performance.
To enhance the effectiveness of instructional
su p erv iso ry tr ain in g , it is imp er ative to
comprehensively cover indicators related to
instructional, professional, motivational, and
assessment practices. Strategies and content addressing
school needs and hindrances should aim to elevate
curriculum achievements, fulfill teachers' professional
requirements, boost stakeholder motivation and
engagement, and streamline assessment planning,
implementation, feedback, and reporting systems.
These insights echo Kuluchumila's (2013) observation
of overlapping roles among school heads, emphasizing
the necessity for their professional development in the
supervisory capacity. Supporting this, Lingam &
Lingam (2014) highlighted the importance of
coaching, mentoring, and self-reflection to enhance
leadership abilities, advocating substantial investment
in school leadership training and support, particularly
in developing nations, to overcome challenges and
uplift educational outcomes. Similarly, Villar's (2021)
findings stressed the benefits of supervisory technique
training for school administrators, especially in
addressing obstacles faced by Philippine public
schools, underlining the significance of training in
managing instruction, teacher development,
motivation, and assessment.
Guamos & Jalos
Discussion
This study determined the level of instructional
supervisory practices of the school heads in the new
normal in Buenavista Districts I and II, School year
2022-2023. Specifically, it determined the profile of
the elementary schools in Buenavista Districts in terms
of school size and designation of school heads; found
out the level of practice on the instructional
supervisory practices of the school heads during the
new normal when they are grouped according to
demographic profile in instructional, professional,
motivation, and assessment practices; it tested the
significant difference in the instructional supervisory
practices of the school heads when grouped according
to school profile variables; it determined how effective
are the instructional supervisory practices of the school
heads in increasing the quality of instructional
practices; identified the hindrances the school heads
met in the execution of Instructional Supervisory
Practices; and came up with a proposed instructional
supervisory training design for the school heads based
on the findings of the study to increase the level of
practice.
This study was delimited only to the level of
instructional supervisory practices of the school heads
in the new normal in Buenavista Districts I and II, the
school year 2022-2023. This study used descriptive-
comparative under the quantitative method of research,
which was appropriate to the questionnaire made as an
instrument for data gathering. The population of the
teachers in Buenavista Districts was employed,
involving districts I and II as the research venue. The
respondents were composed of 22 school heads and
220 elementary teachers. Researcher-made and
validated survey questionnaire was the instrument used
in gathering the data. The data collected were tested
using percentage, frequency count, SDs, weighted
mean, rank, and ANOVA.
Conclusion
The data revealed that most schools were small and
headed by head teachers. When examining the school
heads' instructional and supervisory practices during
the new normal, grouped by school size and
designation, all indicators—covering instructional,
professional, motivation, and assessment
aspects—were consistently interpreted as "Much
Practiced" (MP). Additionally, significant difference
tests indicated no notable variance in instructional
supervisory practices based on school size or
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designation, confirming the hypothesis acceptance for
both categories. The effectiveness of instructional
supervisory practices in enhancing instructional
quality was uniformly deemed "effective" (ME).
Hindrances faced by school heads were identified
across 23 indicators, all categorized as "encountered"
(E). To address these issues, school heads focused on
coaching, mentoring, and providing technical
assistance, continually honing their supervisory skills.
Ultimately, the proposed instructional supervisory
training design aims to comprehensively cover
instructional, professional, motivation, and assessment
dimensions, catering to necessary improvements based
on the study's findings.
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Affiliations and Corresponding Information
Analy L. Guamos
Bukal Elementary School
Department of Education – Philippines
Leodegario M. Jalos, Jr., EdD
Marinduque State College, Philippines
736/736