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Title
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SCHOOL HEADS’ INSTRUCTIONAL SUPERVISION IN RELATION
TO TEACHERS’ SATISFACTION AND WORK PERFORMANCE
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Author(s)
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Macmac, Sittie Ainah A.
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Affiliation
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Misamis University
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Degree Program
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Doctor of Education major in Educational Management (EdD)
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Contributor
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Superable, Cynthia S. - Adviser
Jomuad, Perlito D. - Panel Member
Buenavidez, Elsa B- Panel Member
Baluyos, Genelyn R.- Panel Member
Clarin, Analyn S. - Panel Member
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Year
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2026
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Abstract
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Instructional supervision is a critical component of school leadership that
influences teacher satisfaction and work performance, particularly in the context of
MATATAG Curriculum implementation. This study examined the school heads’
instructional supervision in relation to teacher satisfaction, work performance, and the lived
experiences of teachers implementing the MATATAG Curriculum in Tubod District,
Division of Lanao del Norte. The first study used a descriptive-correlational design
involving 120 teachers selected through stratified random sampling, while the second study
used a phenomenological design with twelve teachers selected through purposive sampling
until data saturation was reached. Quantitative data were gathered using two researchermade questionnaires, along with documentary analysis of teachers’ work performance. The
data were analyzed using mean and standard deviation and the Pearson Product-Moment
Correlation Coefficient. Meanwhile, qualitative data were collected through interviews and
analyzed using Moustakas’ phenomenological method. Quantitative findings revealed that
instructional supervision was very satisfactory, teacher satisfaction was very high, and
teachers’ work performance was very satisfactory. Significant relationships were found
between instructional supervision and teacher satisfaction, as well as between supervision
and work performance, particularly in observation, feedback, and mentoring. However,
professional support showed no significant relationship with work performance.
Qualitative analysis generated five themes: reflective professional growth over time,
embodied strain during supervision, structured classroom pressure, supportive
relationships fostering confidence, and supervision as a driver of professional identity and
goal alignment. The instructional supervision and curriculum implementation functioned as interconnected processes that enhanced teacher development and performance. It is
recommended that school heads, district supervisors, and Department of Education
officials strengthen supervision practices and support continuous professional development
to enhance instructional effectiveness and teacher well-being.
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Keywords
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assessment, curriculum, performance, satisfaction, supervision
