Clinical Supervision Practices on Instructional and Academic Self-Efficacy

In today’s dynamic educational environment, high-quality teaching is vital for student success. This study aimed to determine the teachers’ perception toward their school heads’ clinical supervision practices on instructional and academic self-efficacy in English in Secondary Mega Schools in First Congress District of Misamis Oriental for the School Year 2024-2025. Specifically, it sought to answer how the teacher respondents perceive their school heads’ clinical supervision practices; the teacher respondents’ level of Instructional self-efficacy; and the relationship between the teacher respondents’ perception on school heads’ clinical supervision practices and their instructional self-efficacy. This study employed a descriptive correlational design, using stratified random sampling of 183 secondary teachers, with data analyzed through mean, standard deviation, and Pearson’s r using a researcher-made instrument. Results showed that the clinical supervision practices were highly observed by teacher respondents, who also demonstrated a very high level of instructional self-efficacy. A significant relationship was found between clinical supervision practices and teachers’ instructional self-efficacy. This confirms that while strong and structured clinical supervision empowers teachers by enhancing their instructional self-efficacy and professional confidence, it does not necessarily lead to similar improvements in learners' academic self-belief. Therefore, school heads should integrate structured clinical supervision characterized by collaborative pre-observations, timely feedback, and reflective dialogue to sustain teachers' high instructional self-efficacy.