Instructional supervision in mathematics under the MATATAG Framework: Their influence on Grade 7 students’ mathematics performance

This study examined the influence of instructional supervision in Mathematics under MATATAG Framework on the Mathematics performance of Grade 7 students at Burauen Comprehensive National High School for the school year 2025–2026, with the goal of informing improvements in supervisory practices. Most teacher respondents were aged 31 to 50, predominantly male, with balanced marital status, master’s units, and over six years of teaching experience. They generally received “Very Satisfactory” ratings and had attended division-level training relevant to Mathematics instruction. The results showed that instructional supervision was implemented to a very high extent. Teachers strongly agreed that their instructional activities were aligned with curriculum standards, appropriate assessment and feedback strategies were used to improve instruction and received technical assistance and professional development opportunities. In terms of student outcomes, most Grade 7 learners performed well in Mathematics, attaining mastery or near mastery in competencies such as identifying angle relationships, classifying polygons, and determining angle measures. However, some students still lacked mastery in certain areas, indicating a need for support. A significant relationship was found between the extent of instructional supervision and students’ Mathematics performance, highlighting the positive impact of effective supervision on academic outcomes. Despite this, several challenges were identified, including insufficient time for regular supervision, limited training, heavy workloads, unclear guidelines, and misalignment between materials and updated standards. In conclusion, the study affirms that strong instructional supervision, particularly under the MATATAG Framework, supports improved teaching and learning in Mathematics.