School Heads’ Instructional Supervision and Teaching Competence of Elementary Teachers in Kapalong East District: A Convergent Parallel Study

Abstract

This study explored the relationship between instructional supervision and teaching competence among educators in selected schools in the Kapalong East District using a mixed-method convergent design. The quantitative phase involved 147 teachers through random sampling, while seven participants were purposively selected for the qualitative phase. The study examined the levels of instructional supervision by school heads, the teaching competence of elementary teachers, their lived experiences, and coping mechanisms related to supervision. School heads demonstrated a high level of supervision, and teachers exhibited high competence, especially where supervision was consistent and targeted. Results revealed a significant positive correlation between instructional supervision and teaching competence, r (145) = .688, p < .001. Qualitative findings yielded five key themes: enhancing supervision practices, advancing teaching effectiveness, addressing supervision challenges, fostering a culture of continuous growth, and supervision as a catalyst for effective, student-centered learning. On the integration of qualitative and quantitative data results were merging-converging. Lastly, the insights from this study hold great value for the field of education, especially for school heads and those involved in teacher training and development. By understanding how instructional supervision influences the teaching competence of elementary teachers, educational leaders can create more responsive programs and policies. These efforts can help better support teachers in their day-to-day classroom challenges and ultimately improve the quality of learning for students in the Kapalong East District