Instructional Supervision Approaches and Professional Responsibilities of Teachers in Public Elementary Schools

This study investigated the instructional supervision approaches and professional responsibilities of teachers in public elementary schools in Marilog District, Division of Davao City. It employed a non-experimental quantitative research design using the correlational method. The respondents were 131 teachers, identified through universal sampling. Data were analyzed using the mean and Pearson’s Product Moment Correlation (r). The results showed that both the instructional supervision approaches and professional responsibilities of teachers were rated very high. Furthermore, a significant relationship was established between instructional supervision approaches and professional responsibilities of teachers in public elementary schools. Based on these findings, it is recommended that school heads continue to strengthen instructional supervision approaches and professional responsibilities, particularly in areas where lower results emerged. Greater emphasis may be given to the evaluation of academic journals, the enhancement of pedagogical approaches, and the integration of inclusive practices to more effectively assess and improve teaching performance within the standard educational setting. Keywords: Instructional Supervision Approaches, Professional Responsibilities, Public Elementary School Teachers, Education, Philippines