Instructional Supervision and Teachers’ Classroom Management

Instructional supervision is essential in the development of teachers' professional competencies and the enhancement of their classroom management. This study sought to determine the instructional supervision practices of the school heads that are perceived by the teachers; the level of teachers’ classroom management, the relationship between the school heads’ instructional supervision and teachers’ classroom management, and identify the dimensions in the instructional supervision that influence the teachers’ classroom management among the selected teachers (n=135. The study employed correlational and causal research designs, which included a quantitative approach in collecting numerical through a researcher developed questionnaire that underwent validity and reliability tests to determine its appropriateness for the study and the respondents. The data analyzed utilized statistical tools such as Mean and Standard Deviation, Pearson Product Moment Correlation Coefficient, T-test and Multiple Linear Regression Analysis to examine the variables. Results revealed that school head’s instructional supervision and teachers’ classroom management are at very high level. There is a low to moderate positive correlation between instructional supervision and teachers’ classroom management. Moreover, class observation influenced teachers’ classroom management. Thus, school heads or mentors like master teacher may conduct regular class observation as it is essential in making sound support, guidance, and assistance for the teachers.