Teacher Self-Assessment in Literacy and Numeracy Integration: Basis for an Enhanced Instructional Supervision Plan in Junior High Schools

This research aimed to develop and validate a teacher self-assessment instrument for literacy and numeracy integration practices among junior high school teachers at Cantabaco National High School, Toledo City, Cebu, during the school year 2025–2026. Specifically, it sought to assess teachers’ instructional practices, establish the validity of the developed instrument, determine its effectiveness in identifying instructional strengths and areas for improvement, and identify challenges encountered in integrating literacy and numeracy across subject areas. The findings served as a basis for formulating an enhanced instructional supervision plan. The study employed a descriptive-developmental research design involving 40 junior high school teachers and five expert validators. Data were gathered through a teacher self-assessment questionnaire and an expert validation instrument. The assessment covered literacy and numeracy integration practices, instructional strategies, assessment and monitoring, instrument validity, perceived effectiveness, and challenges encountered by teachers. Frequency, percentage, weighted mean, and standard deviation were used to analyze the quantitative data, while qualitative responses were examined to identify recurring concerns and recommendations. The teacher-respondents demonstrated very highly practiced literacy integration practices, with an overall mean of 4.36, and numeracy integration practices, with an overall mean of 4.31. Instructional strategies for literacy and numeracy integration obtained an overall mean of 4.32, while assessment and monitoring practices received an overall mean of 4.36. Expert evaluations indicated very high perceived validity in terms of relevance (M = 4.70), clarity (M = 4.70), appropriateness (M = 4.75), comprehensiveness (M = 4.75), and consistency (M = 4.70). The instrument also obtained a very high perceived effectiveness rating in identifying instructional gaps (M = 4.50) and areas for improvement (M = 4.60). Challenges involving instructional resources, diverse learner proficiency levels, professional development, instructional time, and assessment were considered important areas for further investigation and intervention. The findings indicated that the developed instrument showed promising evidence of content validity and perceived usefulness for identifying teachers’ instructional strengths and professional development needs. Nevertheless, further reliability testing and empirical evaluation were necessary to establish its measurement quality. An enhanced instructional supervision plan was proposed to strengthen differentiated instruction, contextualized learning activities, assessment practices, resource utilization, and continuing professional development. The instrument may serve as a practical tool for promoting reflective teaching and continuous improvement in literacy and numeracy integration.