In the ever-evolving landscape of education, the growth of teachers is the cornerstone of student success. This study delves into the critical partnership between school leadership and teacher advancement, specifically investigating the relationship between the supervisory practices of school heads and the professional development of public secondary school teachers in the Tagum City Division. We sought to move beyond general observations to understand how specific domains of supervision—guiding lesson planning, enhancing lesson delivery, and refining assessment practices—directly influence a teacher's professional journey. Through a descriptive-correlational survey of 110 public secondary teachers, selected to represent a diverse range of experiences, the data revealed a compelling synergy. Both the level of supervisory support provided by school heads and the extent of teachers' professional development were rated high, indicating a positive existing environment. Statistical analysis confirmed a significant positive relationship between these two variables. Crucially, regression analysis identified that all three domains of supervision are powerful, significant influencers on teacher growth. This means that constructive feedback on how teachers plan, deliver, and assess their lessons is intrinsically linked to their professional learning. These findings lead to a clear and actionable recommendation: for DepEd officials and district leaders to intentionally invest in building the instructional leadership and supervisory capacities of school heads. By strengthening this pillar of support, we can directly catalyze more robust, effective, and continuous professional development for teachers, ultimately creating a ripple effect that enhances the entire educational ecosystem.
Phoebe Ann B. Lorono (Mon,) studied this question.