SCHOOL HEADS’ SUPERVISORY PRACTICES AND MULTIGRADE TEACHERS’ LEVEL OF PERFORMANCE IN THE DIVISION OF QUEZON

This study examined the relationship between school heads’ supervisory practices and multigrade teachers’ level of performance in the Third Congressional District of Quezon Province. Using a descriptive-correlational research design, the study involved 25 school heads and 53 multigrade teachers from public multigrade schools. Data were gathered through a validated survey questionnaire adapted from established performance management indicators. The instrument assessed school heads’ supervisory practices in terms of leading strategically, managing school operations and resources, focusing on teaching and learning, developing self and others, and building connections. It also measured teachers’ performance in content knowledge and pedagogy, learning environment, curriculum and planning, and assessment and reporting. Findings showed that school heads demonstrated very satisfactory to outstanding supervisory practices. Their strongest area was focusing on teaching and learning. Multigrade teachers also showed very satisfactory performance across all domains. The chi-square test revealed a significant relationship between overall supervisory practices and teachers’ performance. Specific significant links were found between focusing on teaching and learning and teachers’ content knowledge, curriculum planning, and assessment practices. Building connections was also significantly related to curriculum planning and assessment reporting. The findings suggest that instructional supervision and stakeholder collaboration support the performance of multigrade teachers. The study recommends sustained technical assistance, focused professional development, and stronger support systems for multigrade instruction.