Instructional Supervision Practices and Their Effects on the Classroom Performance of Elementary Teachers

This study investigated the instructional supervision practices of master teachers and school heads and their effect on the classroom performance of elementary teachers in the Northern Conner District, Division of Apayao, for School Year 2025–2026. A descriptive-correlational design was employed involving 58 elementary teacher-respondents from twelve public elementary schools. Data were collected using a questionnaire on instructional supervision adopted from Comighud et al. (2020), covering six domains, while classroom performance was measured using IPCRF indicators aligned with the Philippine Professional Standards for Teachers (PPST). Statistical tools included weighted mean, Pearson’s correlation coefficient, Kruskal-Wallis H test, and Mann-Whitney U test. Results revealed that instructional supervision was highly implemented, particularly in formal practices such as lesson planning, classroom observation, and feedback, while informal visitations were less consistent. Teachers demonstrated an outstanding level of classroom performance, with lower ratings in critical and creative thinking strategies. No significant relationship was found between instructional supervision and classroom performance, although differences were observed across selected profile variables. The study concludes that while instructional supervision is effectively implemented, teacher performance is more strongly influenced by professional and contextual factors than by supervision alone.