INSTRUCTIONAL SUPERVISORY PRACTICES OF

SCHOOL HEADS DURING THE FULL

IMPLEMENTATION OF FACE-TO-FACE CLASSES IN
THE THIRD CONGRESSIONAL DISTRICT OF
QUEZON: BASIS FOR A SUPERVISORY PLAN

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 1302-1319
Document ID: 2023PEMJ822
DOI: 10.5281/zenodo.8071738
Manuscript Accepted: 2023-19-6
Psych Educ, 2023, 9: 1302-1319, Document ID:2023 PEMJ822, doi:10.5281/zenodo.8071738, ISSN 2822-4353
Research Article

Instructional Supervisory Practices of School Heads During the Full Implementation of

Face-To-Face Classes in the Third Congressional District of Quezon:
Basis for a Supervisory Plan
Realyn C. Buagas*, Gloria L. Ching
For affiliations and correspondence, see the last page.
Abstract
This study aimed to assess the instructional supervisory practices of School Heads in the Third
Congressional District of Quezon toward full implementation of face-to-face classes. Specifically, it
seeks to answer the instructional supervisory practices of the school heads described in terms of the
nature of supervision, types of supervision, phases of supervision, methods of supervision, and funds
allocation. In addition, the teacher respondents assessed how the effectiveness of these practices helps
ensure the realization of instructional goals during the full implementation of face-to-face classes—
then wanted to know if there is a significant difference in the instructional supervisory practices and
their effectiveness in ensuring the realization of instructional goals as a basis for a supervisory plan
during the full implementation of face-to-face classes when grouped into principal, teacher-in-charge,
and head teacher. In addition, it seeks the problems encountered by the school heads in the full
implementation of face-to-face classes and how they address the issues and impact of the full
implementation of face-to-face classes. Purposive sampling was used to gather data from seventy-two
(72) school heads and one hundred forty- four (144) teacher respondents to assess the effectiveness of
instructional supervisory practices of the school head.The study was conducted using two types of
questionnaires. The first type was a survey questionnaire that supported the data statistically, and the
second was an interview guide for the qualitative data. The mean formula was used to determine the
frequency of use of the supervisory practices, the effectiveness of the practices, and the problems
encountered by the school heads. A weighted mean tool helps interpret the results through the
weights because this is the measurement of central tendency representing the average of a given data.
Furthermore, to find any significant difference between the frequency of use of the supervisory
practices categorized into five and the effectiveness of the supervisory practices, the Analysis of
Variance (ANOVA) was used to ascertain the differences in perceptions of the respondents in
perceptions of this study. Meanwhile, the individual interview will be conducted as a method of data
collection in qualitative research through field notes, and the data collected was undergone a coding
process. This study revealed that the hypothesis of the study was rejected simply showed that there is
a significant difference in the instructional supervisory practices and their effectiveness in ensuring
the realization of instructional goals as a basis for a supervisory plan during the full implementation
of face-to-face classes when group into principal; teacher-in-charge and head teacher. Thus, the study
recommended that School heads based on the nature of supervision should continue to improve
instructions and the teaching-learning process. Also, continue to help achieve appropriate educational
aims and objectives. Based on the Types of Supervision, School Head should continue to recognize
the teacher’s strengths and needs that provide opportunities for growth in a supportive learning
environment. And supports collegial relationships among teachers and instructional leaders. School
heads based on Phases of Supervision should continue to provide the simultaneous purpose of
enhancing the professional function extended to junior/co-teachers and share the knowledge about
instructions and supervision. Based on Methods of Supervision, School Head should continue
employing techniques such as observation, demonstration, visitation, workshops, seminars,
conferences, teacher’s guides, handbooks of suggestions, professional journals, and in-service
education. And also consistently maintains an atmosphere of mutual trust, integrity, loyalty, freedom,
goodwill, responsibility, and self-direction. And in Fund Allocation, School Head should continue to
analyze the school's needs and then provide the needs by collaborating with school members to
promote transparency. In addition, continue to intelligently distribute and allocate funds to provide
effective instructional skills and leads and creates and supports program to increase funding to
support the school’s improvement. And lastly, a proposed supervisory plan can be used to address
the problems and issues in implementing the full face-to-face classes successfully.

Keywords: supervisory practices, school heads, face-to-face classes, supervisory plan

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Research Article
Introduction
The socio-economic development of a country and the
quality of life of its citizens are both influenced by
education, which is an integral part of development.
The primary institutional framework for establishing
personal skills and competence is a country's formal
schooling system. It serves as the foundation of a
crucial component of public services (Mansell et
al.,2009). To build a proactive and effective
educational system for personal, communal, and
societal progress, educational stakeholders are
expected to monitor educational activities to achieve
consistently good results.
To meet pupils’ learning needs, educational
supervision guarantees that acceptable educational
standards are met and encourages instructors'
professional growth (Mulatu, 2016; Ampofo et al.,
2019). Moreover, supervision is primarily understood
as a process of behavioral-focused educational
leadership that supports organizational actions,
orchestrates interactions, improves and maintains
educational programs, and assesses their success
(Burke and Krey, 2005).Vice President Sara Duterte
issued her first directive as secretary of Education
directing all public and private schools in the
Philippines to implement five days of in-person
instruction beginning on November 2. Classes started
on August 22 despite repeated requests from educators
to extend the academic year 2022–2023. The academic
calendar for 2022–2023 was established by the first
order, Department of Education (DepEd) Order 34,
series of 2022. By November 2, 2022, there will be
five days of in-person instruction in every public and
private school. Only Alternative Modes schools will be
able to use blended or remote learning after that date.
Recall that the Philippines is one of the few nations
globally whose schools have not yet fully opened for
in-person classes over the course of the pandemic's
two years. According to the DepEd, 80% of the 48,000
public schools and 12,000 private schools in the nation
have already completed the necessary preparations for
the upcoming in-person classes. When face-to-face
instruction resumes, DepEd will not choose to impose
a cap on the number of students, but it promises to
keep up with other health precautions like wearing
face masks and keeping a physical distance inside the
classroom.The Department of Education (DepEd)
made great efforts to raise the caliber of instruction by
enhancing the instructional practices of school
administrators and enhancing instructors' performance.
It offers an opportunity for teachers and school
administrators to collaborate more fruitfully and
Buagas & Ching
successfully. It is well known that school
administrators also serve as teachers' mentors.
Teachers are especially motivated by school
administrators to overcome obstacles and educational
improvements. While highlighting their duties in
instructional oversight, school administrators should
take into account the impact of teachers' instructional
practices. Principals must engage teachers in ways that
support enhanced practice and work to empower them to
be creative and innovative to have a positive impact on
the caliber of their teaching.
In the Division of Quezon, school heads' instructional
and supervisory practices are challenged and pressured
due to the birth of the Covid- 19 pandemic. The safety,
welfare, and well-being of the pupils and teaching
personnel are the major priority while providing quality
education. Struggles, conflicts, and scarcities in school
preparation, school funding, and readiness for
the full- implementation of face-to-face classes were
some of the problems encountered. School heads tend
to unwrap savings to support the program without
assurance of the back pay. Though training and
seminars were everywhere, the practices and strategies
of school leaders were administered differently
depending on the nature and situation of the district.On
the other hand, the tran sitio n to the full
implementation of face-to-face classes is classified
into two parts; smooth and, at the same time, roughly.
In addition, instructional supervision of the school
heads is also challenged due to the lack of proper
orientation in terms of mentoring, facilitating, and
assessing the learners and teachers that are still
experiencing huge adjustments and learning gaps.
Hence, on this premise, this study was conducted to
determine and evaluate school heads' instructional and
supervisory practices in the Third Congressional
District of Quezon, also known as Bondoc Peninsula,
comprising primarily 12 municipalities and 213 public
elementary schools.
Research Questions
This study assessed the instructional supervisory
practices of School Heads during the full
implementation of face-to-face classes in the Third
Congressional District of Quezon. Specifically, it
answered the following questions:
1. What are the instructional supervisory practices of
the school heads described in terms of:
1.1. Nature of Supervision;
1.2. Types of Supervision;
1.3. Phases of Supervision;
1.4. Methods of Supervision; and
1.5. Funds Allocation?
2. How does the effectiveness of these practices help
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Research Article
3. ensure the realization of instructional goals during
the full implementation of face-to-face classes as
perceived by teacher-respondents?
4. Is there a significant difference in the instructional
supervisory practices in ensuring the realization of
instructional goals as a basis for a supervisory plan
during the full implementation of face-to-face
classes to the designation of school head?
5. Is there a significant difference in the effectiveness
of instructional goals as a basis for a supervisory plan
during the full implementation of face-to-face
classes to the designation of school head as assessed
by the teacher-respondents?
6. What are the problems encountered by the school
heads in the full implementation of face-to-face
classes?
7. How do the school heads address the issues and
impact of the full implementation of face-to-face
classes?
8. What supervisory plan could be developed as a basis
for a successful expansion of the full implementation
of face-to-face classes in the third congressional
district, division of Quezon?
Methodology
This section showcases the methodological approach
used in the study. It covers the respondents and
sampling procedures, research instruments, data
gathering procedures, and data analysis.
Research Design
This study employed one of the most popular mixed
methods designs in educational research: sequential
explanatory mixed methods design, consisting of two
distinct phases (Creswell et al., 2003). In the first
phase, the quantitative, numeric data was collected
using a survey questionnaire and subjected to a
discriminant function analysis. The quantitative phase
aimed to identify the instructional supervisory
practices, the effectiveness, and the problems
encountered. This was also allowed to select
informants purposefully.In the second phase, a
qualitative multiple-case study approach is used to
collect text data. Individual semi-structured interviews,
documents, and elicitation materials to help explain
why certain external and internal factors, tested in the
first phase, can be significant predictors of how the
school heads address the issues. The rationale for this
approach was that the quantitative data and results
provided a general picture of the research problem. In
contrast, the qualitative data and its analysis were
refined, and explained the statistical results by
exploring participants’ views in more depth.
Buagas & Ching
Research Locale
This study was conducted in the Third Congressional
District of Quezon, also known as Bondoc Peninsula.
The district was composed of 12 municipalities, totaling
213 public elementary schools, located mainly in the
rural areas of the municipalities. It was located in the
southernmost part of Quezon Province, on the western
part of the Bicol region, bounded by Tayabas Bay on the
west and by Ragay Gulf on the east. The selection of the
research location was based on the researcher’s deep
curiosity about the different
supervisory practices the school head used and
exercised to implement face-to-face classes
successfully. Furthermore, the researcher was eager to
know some problems encountered and the coping
mechanism of some school heads used to address
issues and concerns on the full implementation of face-
to-face classes concerning various aspects.
Research Population and Sample
The population of the study considered two groups of
respondents to gather the needed information. The first
group was six (6) school heads per municipality who
were classified and divided as principal, teacher-in-
charge, and head teacher for a total of seventy-two
(72) school head respondents. The researcher equally
divided the school head respondents, still, adjustment
was implemented depending on the situation when a
shortage occurred, or the existence of needed
respondents was not present and available in some
municipalities. Through the help of the District
Supervisor, clustering of respondents from barrio
schools and central locations was administered to
stabilize the result of the study.The second group was
twelve (12) teachers per municipality under the
supervision of the group described above of school
head- respondents to assess the effectiveness of the
instructional supervisory practices of their school
heads. It was summed up to one hundred forty-four
(144) teacher-respondents. Teacher-respondents were
randomly chosen by the researcher to maintain the
accuracy and validity of the judgment of the
respondents.This study used a purposive sampling
t e c h n i q u e . It w a s a f o r m of non-
probability sampling which selects samples based on
the population characteristics and the study's
objective. In purposive sampling, the researchers rely
on their judgment when choosing the respondents to
participate in the study (Bjorn, 2007).
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Research Article

Table 1. School Head and Teacher Respondents of

the Study

for data tallying and analysis.

Ethical Considerations

The ultimate ethical consideration was given to the

Research Instrument
The study used two types of questionnaires: A 5-point
Likert- Scale questionnaire and an interview. The
survey questionnaire consists of three parts. The first
part was the supervisory practices, and the second was
what the school-head respondents answered. The
second part was the effectiveness of the practices of
the school head, which was responded to by the
teacher respondents and the third part was the
problems encountered by the school heads, which the
school-head respondents also answered. This provided
quantitative data.Meanwhile, for the second type, an
interview guide was the primary instrument relative to
the purpose and statement of the problem. This was
primarily asked the school-head respondents how they
addressed the issues and impact of the full
implementation of face-to-face classes. This provided
qualitative data. The instrument was subject to
validation, and testing was administered before
floating the questionnaire. Respondents used in the
testing were excluded from the number of actual
respondents.
Data Gathering Procedure
participants of the study. The researcher ensured that
there was voluntary participation and volunteerism
among participants. Likewise, the participants were
informed about their right to withdraw at any time,
witho ut stating a reason , and gu aranteed
confidentiality and the anonymous presentation of
findings. Since interviews were to be conducted for the
qualitative data, the researcher used fictitious names to
present the results. Furthermore, the researcher
acknowledges the authors of all the references and
materials used in this study.
Results and Discussion
Tables are ordered according to the problem
description for organizational purposes. Each is
immediately followed by analysis, interpretation, and
discussion based on the concepts, tenets, and theories
covered in the conceptual framework and the
evaluation of pertinent literature and studies. The
qualitative information gathered from the respondents
is shown in those tables.
Coding is a technique for labeling and organizing
collected data for qualitative data to support the
problem statement fully.

The researcher started the data gathering by preparing The table below and in succeeding pages display the
and developing the questionnaire. The questionnaire Instructional Supervisory Practices of School Heads
sample was sent to the DepEd Quezon, the language (Principal; Teacher In-Charge; Head Teacher) in terms
editor, and the research adviser for approval. It was of the nature of supervision, types of supervision,
then subject to validation. After the validation, the
phases of supervision, methods of supervision, and
questionnaires were reproduced for distribution and
funds allocation in the Third Congressional District,
administration. Testing was carried out before
Division of Quezon.
distributing the questionnaires to those not included in
the target respondents. A letter of consent was
provided to the school heads for the conduct of the
study. Following the approval, the researcher began
the survey by personally administering the
questionnaire and conducting guided interviews to
explain the objective and content of the survey. This
was to maintain the responses' validity, reliability, and
confidentiality. After administering the survey, all
questionnaires and guided interviews were retrieved

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Research Article
Instructional Supervisory Practices of the School
Heads
Table 2. Instructional Supervisory Practices of The
School Heads in Terms of the Nature of Supervision
Table 2 presents the Instructional Supervisory
Practices of the school head (principal, teacher in
charge, headteacher) in terms of the nature of
supervision.
The result revealed that the instructional supervisory
practices of the principal in terms of the nature of
supervision have the highest mean of 4.56, described
as very much practiced. In contrast, the Teacher- In-
charge got the lowest mean of 4.03 with a verbal
interpretation of much practiced. Moreover, four
indicators were found to be very much practiced, and
the reaming indicators were described as much
practiced. This implies that the principal improves
instruction and the teaching-learning process.
This supports Archibong's (2013) research, which
found that this kind of supervision is primarily focused
on students' in-class learning. To enhance the learning
process, structured activities are used in a team effort.
Also, according to Oyewole and Ehinola (2014), one
of the most crucial characteristics of supervisory
practices is that they are similar to instructional
supervision. It is described as enhancing the teaching-
learning process through a network of collaborative
initiatives and democratic interactions among those
who are involved in both teaching and learning. It is
regarded as a crucial endeavor for developing an
efficient educational system.
Buagas & Ching
Table 3. Instructional Supervisory Practices of the
School Heads in Terms of Types of Supervision
Table 3 shows the instructional supervisory practices
of the school head (principal, teacher-in-charge,
headteacher) in terms of types of supervision. As
reflected in the table, the majority of school heads very
much practiced the types of supervision across all
indicators. It is supported by an overall grand mean of
4.37.
Furthermore, the principal, teacher-in-charge, and head
teachers very much practiced the instructional
supervisory practices in terms of types of supervision,
with a mean of 4.49.
The findings suggested that the highest instructional
supervisory practices in terms of types of supervision
support collegial relationships among teachers and
instructional leaders. Also, it recognizes teachers’
strengths and needs that provide opportunities for
growth in a supportive learning environment.
Collaborative teacher research, like the study of
Willegems et al. (2017), has the potential to enhance
teachers' understanding of and attitudes toward
cooperation, reflection, inquiry, and student-centered
learning. Also, the research by Kemmis et al. (2014)
demonstrated that collaborative self-development is
one type of mentorship that is successful in raising the
competency of new instructors.
The study's findings concur with those of Higgins et
al. (2018), who contended that duo ethnographic
research's emphasis on teamwork enabled supervisors
to reflect and avoid feeling alone. The study's findings
demonstrated the value of the collaborative
supervision strategy in developing teachers,
particularly new and aspiring ones.
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Research Article

Table 4. Instructional Supervisory Practices of the Table 5. Instructional supervisory practices of the
School Heads in Terms of Phases of Supervision school heads in terms of methods of supervision

Table 4 illustrates the instructional supervisory

practices of the school head in terms of phases of
supervision. Statistics show that school heads very
much practiced instructional supervisory in terms of
phases of supervision, with an overall mean of 4.27.

Similarly, the principal gained the highest grand mean

of 4.44, showing that all the phases of supervision
were very much practiced. On the other hand, the
teacher-in-charge and headteacher took an equal grand
mean of 4.19 and considered that the phases of
supervision were much practiced.
According to Northouse (2016), leaders that can
influence and engage people will be able to deploy
transformational leadership theory. He identifies these
leaders as having charisma, which he defines as the
ability to move others, and defends as, essential to
creating a dynamic relationship between leaders and
followers.
Table 5 displays school heads' instructional
supervisory practices in terms of methods of
supervision. It revealed that the majority of the school
heads very much practiced the methods of supervision
across all indicators, with an overall grand mean of
4.35.
As seen in the result, the principal has the highest
grand mean of 4.45, while the teacher-in-charge is
considered to have the lowest grand mean of 4.27.
Among the instructional supervisory practices in terms
of phases of supervision, it is clear that school heads
such as the principal, teacher-in-charge, and head
teacher) consistently maintain an atmosphere of
mutual trust, integrity, loyalty, freedom, goodwill,
responsibility, and self-direction. This is supported by
the highest total mean of 4.39.
According to Rajbhandari (2014), a school leader is
acknowledged as the chief executive in enhancing
schools and producing notable academic performance.
The development of school strategic plans, monitoring
of teachers' and students' teaching and learning
activities, and motivating teachers and students by
providing them with appropriate teaching and learning
materials are all responsibilities, accountability, and
commitments that an effective school leader should
possess. They are expected to foster a climate that is
favorable to good teaching and learning. Critical
leaders with particular personalities and traits are
needed to meet the aforementioned requirements.
School leaders must be able to quickly assess all
situations as they arise, consider followers and their
needs critically, communicate the intended results, and
predict future performance.

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Research Article
Table 6. Instructional supervisory practices of the
school heads in terms of funds allocation
Table 6 indicates the instructional supervisory
practices of the school head in terms of funds
allocation. Data showed that in terms of funds
allocation, it was very much practiced, with an overall
mean of 4.42. This finding suggests that among the
identified practices in terms of fund allocation, most of
the school heads intelligently distribute and allocate
funds to provide effective instructional skills with a
grand mean of 4.50. With the school heads, the
principal has the highest grand mean of 4.59, while the
head Teacher has the lowest grand mean of 4.29.
The result has a significant relationship with Atieno
(2012) that school principals, like any organization
leaders, have decisions to make regarding utilizing the
funds channeled to public schools.
Nevertheless, according to Brigham and Houston
(2012), considering the school's ongoing operations,
school principals play the most important role in
guaranteeing the effectiveness and performance of the
institution (Ballada and Ballada, 2012). Also, plans to
foster academic achievement are implemented
transparently and responsibly if principals engage in
financial management (Thenga, 2012). Any
educational program's effectiveness depends on how
successfully and efficiently schools manage and use
their resources, including money, materials, and
equipment (UNESCO, 2013).
Effectiveness of the School Head's Instructional
Supervision in Achieving Instructional Goals
During Full Implementation of Face-To-Face
Classes as perceived by the Teacher- Respondents
Table 7 displays the effectiveness of the school head’s
instructional supervisory practices in terms of the
Buagas & Ching
nature of supervision as perceived by the teacher
respondents.
It has been said that the nature of supervision of the
school heads is moderately effective. This is supported
by a grand mean of 4.11.
Among the instructional supervisory practices, it was
discovered that helping to achieve appropriate
educational aims and objectives is a highly effective
practice of the school heads regarding the nature of
supervision, with the highest mean of 4.27. It showed
the importance of collaboration and unity.
Similarly, the principal had the highest grand mean of
4.47 and was determined to be highly effective. At the
same time, the teacher-in-charge received the lowest
grand mean of 3.72 and was deemed moderately
effective.
Table 7. Effectiveness of the School Head’s
Instructional Supervisory Practices in terms of Nature
of Supervision
According to Milne and Watkins (2014), supervision is
"the formal provision, by approved supervisors, of a
relationship-based education and training that is work-
focused and which manages supports, develops and
evaluates the work of colleague/s." In other words,
school administrators collaborate with teachers and
offer subject-matter expertise to teachers to enhance
instruction in the classroom. As a result, it facilitates
discourse about teaching and learning and provides
teachers with objective, non-judgmental feedback
regarding their instruction. Stabilizing ties and a sense
of belongingness are possible when supporting
teachers as they develop professionally and personally,
particularly in times of crisis, scarcity, and conundrum.
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Table 8. Effectiveness of the school head’s

instructional supervisory practices in terms of types of educational or personal needs. The personal and
supervision professional development of teachers can benefit from
the assistance of school administrators in their
endeavors.

Table 9. Effectiveness of the school head’s

instructional supervisory practices in terms of phases
of supervision

Table 8 displays the effectiveness of the school head’s

instructional supervisory practices in ensuring the
realization of instructional goals during the full
implementation of face-to-face classes in terms of
types of supervision. The result establishes that the
instructional supervisory practices of the school heads
are highly effective in all indicators, with an overall Table 9 shows the instructional supervisory practices
grand mean of 4.22. of the school head in terms of phases of supervision.
As observed in the table, the school head’s
Delving deeper into the table, among the school heads,
instructional supervisory practices in terms of phases
the principal was found to be highly effective in
of supervision were highly effective, with a grand
practicing the instructional supervisory practices in
mean of 4.26.
terms of types of supervision. This is supported by a
grand mean of 4.44. School heads are flexible in The findings revealed that the principal had the highest
supervising their teachers. Most of the school heads grand mean of 4.51 and was highly effective, whereas
recognize the teachers' strengths and needs, which the Teacher-in-charge had the lowest grand mean and
provide opportunities for growth in a supportive was moderately effective.
learning environment.
Moreover, it could be gleaned that the school heads
According to related studies, school leadership can
were highly effective in enhancing their co-teachers
improve the implementation of new learning by
professional function, trained for the complex
assisting teachers in identifying their development
professional responsibility, resource communicator,
needs, promoting experimentation, locating and
and explained directions and supervision.
allocating resources to support teachers' learning, and
encouraging teachers to identify and experiment with The school principal actively prepares, develops,
new learning (Vanblaere & Devos, 2016). directs, leads, and implements educational programs to
meet educational goals (Esia-Donkoh, & Baffoe,
If teachers are to collaborate and learn, Forte and
2018). One of the most important aspects of a head
Flores (2014) contend that structure and culture must
teacher's supervision duties inside a school is the
interact. Particularly during a pandemic, recognizing
regulation of teacher instructions. An essential role in
teachers' skills can boost their enthusiasm,
enhancing the educational process in schools is
engagement, and readiness to take responsibility for
instructional monitoring (Tesfaw & Hofman, 2012).
their actions. It should be acknowledged that one of
the objectives should be to comprehend their

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Research Article
The professional development of their employees falls
under the purview of the school leader. In other cases,
teachers classified school heads as incompetent to
supervise. The investigation discovered ambiguous
judgments and decisions.
Table 10. Effectiveness of the school head’s
instructional supervisory practices in terms of methods
of supervision
Table 10 presents the effectiveness of instructional
practices in terms of school head supervision methods.
The majority of the respondents were highly effective
in ensuring the achievement of instructional goals
across all indicators during the full implementation of
face-to-face classes, with a grand mean of 4.28.
Data showed that the principal has the highest grand
mean of 4.47 and is highly effective, while the teacher-
in-charge has the lowest grand mean of 4.0 and is
moderately effective.
It implies that most of the school heads, as rated by
their teachers/subordinates in terms of supervision
methods, employed techniques such as observation,
demonstration, visitation, workshops, seminars,
conferences, teacher’s guides, handbooks of
suggestions, professional journals, and in-service
education.
Buagas & Ching
On the other hand, school heads gained a lower total
mean of 4.25 in terms of method of supervision in a
way they extend all the areas of educational activity
with the larger purpose of improving the education
product through upgrading the quality of instruction
and other school practices. These may be because of
the current situation and the unpreparedness of the
school head to supervise instantly due to the quick
transition from limited face-to-face to full
implementation of in-person classes.
School principals typically carry out the supervisory
duties of school heads, including classroom
observation and evaluation, interschool visits,
seminars, and microteaching (Morta, 2018). Principals'
primary duties in terms of teaching supervision also
include keeping an eye on instructors' attendance
during lessons, overseeing and ensuring that lesson
notes are prepared adequately, confirming and
ensuring that the work schedule is acceptable, and
keeping track of work records. These procedures
proved successful in assuring the implementation of in-
person classes.
Table 11. Effectiveness of the school head’s
instructional supervisory practices funds allocation
Table 11 displays the effectiveness of the instructional
practices of the school head in terms of funds
allocation. Statistics show that instructional
supervisory practiced by school heads in terms of fund
allocation was highly effective. This is supported by a
grand mean of 4.33.
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Findings revealed that the principal gained the highest
grand mean score of 4.47 and was deemed highly
effective, while the teacher-in-charge had the lowest
grand mean score of 4.09 and was found to be
moderately effective.
It demonstrates that school leaders analyze school
needs and then meet them by engaging with school
members to enhance openness. Also, the school
principal leads, develops, and supports programs to
generate financing for school development.
According to Mateo (2022), increased funding from
the Department of Education's 2022 budget will be
used to establish face-to-face learning in all public
schools across the country. Mateo makes this claim in
his article. As a result, the new MOOE standards for
schools contributed to greater transparency in the way
that financial resources are allocated. Also, working
together and partnering with stakeholders helps the
school achieve its aim of successfully implementing
face-to-face instruction.
The Significant Difference in the Instructional
Supervisory Practices in Ensuring the Realization
of Instructional Goals as a Basis for a Supervisory
Plan During the Full Implementation of Face-To-
Face Classes to the Designation of School Head.
Table 12. A significant difference in the school heads’
instructional supervisory practices
The result of the post-hoc analysis shows that there is
no significant difference between the principal’s and
teacher-in-charge’s instructional supervisory practices
(p=.055, >.05) and between the teacher-in-charge’s
and head teacher’s supervisory practices (p=.995,
>.05).
However, there is a significant difference between the
principal’s and head teacher’s instructional
supervisory practices (p=.044, <.05) . A significant
difference tells us that the instructional supervisory
practices of the principal and the head teacher vary
significantly.
Buagas & Ching
The principal and head teachers are significant because
their supervisory practices in terms of types, nature,
phases, methods, and funds of allocation were found
different based on the result of the study. Some of the
much practiced of supervisory practices of the
principal were less practiced by the head teacher. For
instance, the principal is in a senior position to provide
supervision and acquired knowledge and skills
demanded by the complex professional role as shown
in the result of the study while head teacher
respondents rarely agree to these practices.
According to Esia-Donkoh and Baffoe (2018), a
process for educational programs must be prepared,
designed, directed, led, and implemented for
educational goals to be met. In contrast, Sabitu and
Ayandoja (2012) found that principals scrutinize
instructors' work records and lesson plans and
safeguard students' class time by being on time.
Furthermore, the findings implied that the hypothesis
was rejected since it was proved that some
instructional supervisory practices of the principal and
head teacher in terms of nature of supervision, types of
supervision, phases of supervision, methods of
supervision, and funds of allocation in the Third
Congressional District of Quezon were significant.
The Significant Difference in the Effectiveness of
Instructional Supervisory Practices as a Basis for a
Supervisory Plan During the Full Implementation
of Face-To-Face Classes to the Designation of
School Head as assessed by the Teacher
Respondents.
Table 13. A significant difference in the effectiveness
of the school heads’ instructional supervisory
practices as assessed by the teacher respondents
The result of the post-hoc analysis revealed that the
difference in the effectiveness of instructional
supervisory practices between the principal and
teacher-in-charge is statistically significantp=.000,
<.05. Similarly, between the teacher-in-charge and
head teacher supervisory practices (p=.000, <.05).
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Table 14. Problems encountered by the school heads

in the full implementation of face-to-face classes

These results illustrate that the effectiveness of the

instructional supervisory practices between the
principal and teacher-in-charge, as well as between
teacher-in-charge and head teacher as assessed by the
teacher respondents, vary significantly. However, there
is no significant difference between the effectiveness
of the principal’s and head teacher’s instructional
supervisory practices (p=.225>.05).

The results showed that there is a substantial

difference in how the teacher-respondents felt about
the effectiveness of the school head's instructional
supervision procedures. According to Delgado (2014),
participatory settings and shared learning community
obligations are at the core of modern school leadership
and management methods. Genuine involvement from
parents, teachers, and students is necessary for school
transformation. The work team must assist teachers
with educational challenges because supervisors have
a variety of responsibilities. Teamwork is "people
working together to solve problems and achieve work-
related goals," according to Leonard (2015).
Cooperative supervision, according to Glickman
(2014), can be assisted by a variety of needs analyses.

Also, the hypothesis stating that there is a significant

difference in the instructional supervisory practices
and their effectiveness in ensuring the realization of
instructional goals as a basis for a supervisory plan
during the full implementation of face-to-face classes
when group into principal, teacher-in-charge, and head
teacher were rejected. Significant differences between
school heads’ instructional practices in the Third
Congressional District were presented.
The Problems Encountered by the School Heads in
the Full Implementation of Face-To-Face Classes in
the Third Congressional District, Division of
Quezon.
Table 14 presents the problems encountered by the
school heads (in the full implementation of face-to-
face classes.
Delving deeper into the table, the most common
problem encountered by the school heads is school
Management, including decreased enrolment, learning
gaps, financial constraints, and shortage of
instructional materials, with a mean of 3.29.
Furthermore, the head teacher has the highest grand
mean of 2.94, whereas the teacher-in-charge has the
lowest grand mean of 2.76. Similarly, almost of the
stated problems in the full implementation of face-to-
face classes were classified and found to be
encountered by the school heads’ respondents.
On the other hand, school heads are less encountered
in terms of declining motivations of school heads to
teachers due to the galore unprepared ancillary duties,
with a mean of 2.53.

Other changes noted in recent literature in our schools

and communities include but are not limited to, an

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increase in the number of minority students enrolled
(Zarate & Pineda, 2022), the devastating poverty in so
many students' and communities' lives as a result of
the pandemic (Mandy, 2022), the anxiety of providing
an everyday life for the students and teachers on
campus (Andeng, 2022), the fear of not being ready to
take full responsibility (Luis, 2021), and others. School
administrators must be ready to handle these concerns
because many of them reflect societal changes.
Qualitative Data
The Issues and Impact on the Full Implementation
of Face-Face Classes
A structured interview was administered and
comprehensively discussed below through the coding
process as indicated in the Statement of Problem No. 5
Table 15. Issues encountered by the school head while
implementing the full in-person classes.
Buagas & Ching
Table 15 shows the different issues that a school head
encountered while implementing the full in-person
classes. Data revealed through coding that the
following are some problems the school head has
encountered. The themes that surfaced based on the
school heads' responses were the learners' characters
and behavior, health protocol, learning gaps, lack of
funds, parents' untoward behavior, the anxiety of
parents, and pupil adjustment.
Some of the statements are as follows:
“An increased number of non-numerates and non-
readers were verified and needed immediate
intervention and remediation.”
“Teachers observed pupil’s difficulty in basic literacy,
difficulty concentrating the lesson. Classroom
shortage and other school facilities”.
Mandy (2022) revealed that “the anxiety of providing
a normal life for the students and teachers inside the
campus is the greatest fear encountered by
administrators, parents, and pupils.” The fear of being
unprepared to take full responsibility (Luis, 2021) and
the increasing difficulty in creating and maintaining a
positive school climate and culture are important to
current school success (Andeng, 2022).
Moreover, instructors' uncooperative attitudes are a
difficulty for school administrators due to their
tardiness, absences, and lack of preparation for writing
lecture notes (Osei et al.,2020). One issue in school
monitoring is dealing with students and teachers, exam
fraud, high school dropout rates, and large-scale
student exodus from schools (Kirimu et al., 2017). The
establishment of school policies and the provision of
incoming teachers with mentorship to assist supportive
induction are sometimes done without consulting
instructors (Onyali and Akinfolarin, 2017). More so,
the attitude of fault-finding among supervisors, lack of
motivation for teachers, lack of training and retraining
of teachers through refresher courses, nomenclature of
teachers, and irregular allocation of funds to provide
in-service capacity building training are some of the
issues facing adequate supervision (Dewodo et al.,
2020).
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Table 16. Best Practices that the school head used
to address the issues on the full implementation of
face-to-face classes.
of pupils. Conducted LAC Session as a refresher of
teachers in teaching strategies”.
But even more quickly than in schools themselves, the
job of the school principal is evolving (Ediger, 2014).
Today's public school administrators must be effective
leaders in a variety of fields with an increasing focus
on the academic success of all students to succeed.
They must also manage the administration of a
complex human organization in the rapidly changing
dynamics of schools and society (Hallinger, 2010;
Wallace Foundation, 2013).

Table 17. Effects of the best practices on the full

implementation of in-person instruction.

Table 16 presents the best practices that the school

head used in addressing the issues of the full
implementation of face-to-face classes.

Based on the responses of the school heads, emerging

themes were the expanded bannered program” Bahay
Aralan” organized mechanism, strong partnership with
stakeholders, learning recovery and continuity plan,
implementation of PPAs, strict adherence to health
protocols and minimum standards, and plan
cooperatively with faculty were some of the best
practices used by the school head in Third
Congressional District, Division of Quezon.

Some of the statements were as follows:

Table 17 states the effects of best practices on the full
implementation of in-person instruction. Common
“A remarkable practice in my school to ensure the
effects were the following: positive cope up with
safety of the learners is conducting daily orientation
struggles, continuous improvement, control of
on health protocols, contactless facilities such as
dropouts, minimized health issues, motivated parents,
faucets, and temperature checks from time to time. We and smooth transition of classes.
also shared the teachers' sentiment regarding the
importance of conducting face-to-face as they can now Some of the statements of the school head are as
determine the learners’ strengths and weaknesses follows:
through one-on-one instruction”.
“Create intervention related to numeracy and literacy

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“Easier ways to implement face-to-face classes.”
“Ma n if e sted imp ro v em en t impa ct on the
implemen tation of the iden tified PPAs.”
“Have a total understanding of the lesson through the
guidance of the teachers.”
Most institutions throughout the world are making
adjustments to regular schedules and organizational
structures at the institutional and national levels to
create a secure and productive learning environment
(UNESCO, 2022). Institutions are advised to examine
the actions already taken by other educators to
determine what has succeeded and what has not, as
well as how to address any obstacles they may
encounter. Administrators were urged to take
immediate precautions to protect their campuses and
kids in case of closures, which was also stressed.
Table 18. How practices aid in the successful
implementation of face-to-face classes
Table 18 displays how the practices of school heads
aid in the successful implementation of face-to-face
classes. Findings disclosed how practices helped.
These were the following: Augment essential skills,
Smooth implementation, pupils adapting positively,
Improve MPS, Resolved Classroom shortages, Provide
all the needs, and help maintain the programs. Some
of the statements were as follows:
“We have the opportunity to connect with problem
Buagas & Ching
solve, and network with other students from a wide
range of backgrounds, and we can assess more
information and richer understanding through teacher
and other student’s body language and voice.”
“Pupils academically improved.”
“These practices help the implementation of face-to-
face classes more acceptable on the part of the
community.”
Also, teachers are attempting to study, produce, and
manage this type of learning throughout and after the
epidemic in addition to the present popularity of
blended and hybrid learning, which appears to be the
future of higher education (Singh et al., 2021;
UNESCO, 2022). As face-to-face classes were
introduced, school administrators came up with
creative strategies to meet the students' requirements
and close any gaps.
Table 19. Best Practices that consider as most
effective in addressing the issues and impact of the full
implementation of face-to-face classes
Table 19 shows some of the best practices the school
head respondents considered most effective in
addressing the issues and impact of the full
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implementation of face-to-face classes. Data disclosed
some of the codes extracted from the responses of the
school head: " Implementation of PPAs, Involvement
of parents, Proper observance of health and safety
protocols, Consistent monitoring and evaluation,
Motivated stakeholders, one-on-one instruction, and
Transparency.
These were supported by some responses that follow:
“Love yourself by cleaning your body, wearing
protection like a facemask, and avoiding crowded
places. Social distancing must be observed properly,
and the most important is self-discipline all the time”.
“Be consistent on how class materials are organized
and presented, support students socially and
emotionally, and find more ways to support students to
think differently.”
Because learning results from a dynamic social
interaction between student and teacher, recent
research has attempted to demonstrate that students'
decision-making heuristics, or socially created
schemes, do impact students' satisfaction with their
classes (Driscoll et al., 2012). In the context of
practical instruction, beneficial learnings and desirable
conduct are attained through face-to-face engagement.
In order to successfully oversee and holistically
develop both the teacher and the student, school
administrators are urged to give instructors and
students the essential teaching and learning resources
(Akinfolarin et al., 2017).
Conclusion
The following conclusions are drawn from the findings
of the study:
1. School heads has their highest practices in
improving instruction and the teaching-learning
process in terms of the nature of supervision. In types
of supervision, school heads mostly recognize
teachers’ strengths and needs that provide
opportunities for growth in a supportive learning
environment. It also supports collegial relationships
among teachers and instructional leaders. The results
in phases of supervision provide insights that school
heads mostly share knowledge about instructions and
supervision. The school head’s methods of supervision
are very much practiced in maintaining an atmosphere
of mutual trust, integrity, loyalty, freedom, goodwill,
responsibility, and self-direction found very much
practices of the school head in terms of the Method of
Buagas & Ching
Supervision. School heads are found intelligently
distribute and allocate funds to provide effective
instructional skills. It simply summarized that school
heads’ instructional supervisory practices were very
much practiced.
2. Based on the teacher respondents' results about the
effectiveness of school heads’ instructional
supervisory practices, the “Nature of Supervision” of
school heads was found highly effective in helping in
the achievement of appropriate educational aims and
objectives. In terms of “Types of Supervision,” school
heads recognize teachers’ strengths and needs that
provide opportunities for growth in a supportive
learning environment. The results in “Phases of
Supervision,” as assessed by the teacher respondents,
showed that school heads were highly effective in
providing the simultaneous purpose of enhancing the
professional function extended to junior/ co-teachers
and sharing knowledge about instruction and
supervision. In “Methods of Supervision” school heads
are highly effective in employing techniques such as
observation, demonstration, visitation, workshops,
seminars, conferences, teacher’s guides, handbooks of
suggestions, professional journals, and in-service
education. And so in “Funds Allocation” showed that
School Head is mostly effective in analyzing the
school's needs and then providing the needs by
collaborating with school members to promote
transparency and leading, creating, and supporting
programs to increase funding in support of the school’s
improvement.
3. There is a significant difference between the
instructional supervisory practices of the Principal and
the Head Teacher. However, there is no significant
difference between the instructional supervisory
practices of the Principal and the Head Teacher and
between the Teacher In-charge and the Head Teacher.
Therefore, the hypothesis was rejected.
4. In terms of the effectiveness of instructional
supervisory practices as perceived by the teacher-
respondents, the Principal and Teacher In-charge
showed a significant difference, whereas Teacher In-
charge and Head Teacher similarly showed a
significant difference in the effectiveness of
instructional supervisory practices. On the other hand,
the Principal and Head Teacher has no significant
difference in their effectiveness as assessed by the
teacher respondents. Therefore, the hypothesis was
rejected.
5. School management problems such as decreased
enrolment, learning gaps, financial constraints, and
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shortage of instructional materials were considered freedom, goodwill, responsibility, and self-direction.
encountered by the school Head respondents.
5. School Head may continue to analyze the school's
6. The best practices that the school head used in needs and then provide the needs by collaborating with
addressing the issues on the full implementation of school members to promote transparency. In addition,
face-to-face classes based on the findings disclosed the continue to intelligently distribute and allocate funds
following: Expanded bannered program” Bahay to provide effective instructional skills and leads and
Aralan” Organized mechanism, Strong partnership creates and supports program to increase funding to
with stakeholders, Learning Recovery and Continuity support the school’s improvement.
Plan, Implementation of PPAs, Strict adherence to
health protocols and minimum standards and Plan 6. For the benefit of future researchers, a similar study
cooperatively with faculty. may be carried out in the division to examine the
variables that the original study was unable to examine
7. The different issues that a school head encountered and produce a more thorough conclusion.
while implementing the full in-person classes are the
following: Characters and Behavior of the Learners,
Health Protocol, Learning Gaps, Lack of Funds,
Parents' Untoward Behavior, Anxiety of Parents, and
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Affiliations and Corresponding Information
Realyn C. Buagas
Ajos Elementary School
Department of Education – Philippines
Gloria L.Ching, EdD
Eastern Quezon College, Inc. – Philippines
1319/1319