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Title
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SCHOOL HEADS’ SUPERVISION AND TEACHERS’ TEACHING EFFICACY
IN RELATION TO PEDAGOGICAL PRACTICES
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Author(s)
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Quiano, Jason V.
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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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Clarin, Analyn S.- Adviser
Villanueva, Haydee D. - Panel Member
Buenavidez, Elsa B.- Panel Member
Jomuad, Perlito D.- Panel Member
Baluyos, Genelyn R. - Panel Member
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Graduate School
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Year
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2026
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Abstract
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At the heart of a thriving school culture is a dynamic partnership in which a
teacher’s self-driven pursuit of excellence is met with the supportive, developmental
supervision of a school head. This study investigated the school heads’ supervision and
teachers’ teaching efficacy in relation to pedagogical practices and the lived experiences
of beginning teachers in DepEd Misamis Occidental Division during the SY 2025-2026.
The respondents were 127 beginning teachers selected through stratified random sampling.
The study utilized School Heads’ Supervision, Teachers’ Teaching Efficacy, and Teachers’
Pedagogical Practices Questionnaires as research instruments. Mean and Standard
Deviation, Pearson Moment-Product Correlation, and Regression analysis were the
statistical tools used to analyze the gathered data. The qualitative study used a
phenomenological design, with 10 purposively selected public beginning teachers. An
Interview Guide was used to gather data that was analyzed using Moustakas’
transcendental phenomenology. The quantitative study found that school heads’
supervision practices and teachers' teaching efficacy were perceived as very high.
Teachers’ pedagogical practices were very good. School heads’ supervision and teachers’
teaching efficacy were significantly related to teachers’ pedagogical practices. The school
heads’ supervision-observation practices, together with teachers’ outcome expectations,
personal goals, and motivation, were predictors of teachers’ pedagogical practice. The
qualitative study revealed the following themes: Physical Classroom Space: The
Beginning Teachers’ Experience; Navigating Growth Through a Lens of Timely
Development: Adaptability, Feedback, and Resilience in Beginning Teachers; The
Embodied Experience of Beginning Teachers: Navigating Emotional Highs and Lows in Pursuit of Motivation and Fulfillment; Traversing the Pedagogical Terrain: The Relational
and Interpretive Engagements that Drive Triumph and Motivation in Beginning Teachers.
Teacher development arose from interactions among the environment, feedback, and
emotional demands, transforming initial struggles into a professional identity focused on
adaptive care, responsiveness, and resilience through meaningful student connections.
School heads may foster targeted professional development programs that support
beginning teachers by adapting workspaces, providing reflective feedback, fostering
collaboration, encouraging inquiry-based learning, and reframing challenges as growth
opportunities.
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Keywords
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class observation, emotional strain, pedagogy, resilience, teaching efficiency
