School Heads’ Supervisory Skill, Teachers’ Instructional Competence, And Learners’ Performance

This study examined the relationship between school heads’ supervisory skill, teachers’ instructional competence, and learners’ performance in the Schools Division of Antique during the school year 2025. Using a descriptive-correlational research design, the study aimed to determine the levels of supervisory skill and instructional competence, assess learners’ performance, and identify the relationships among these variables. The respondents consisted of 365 teachers selected through stratified random sampling. Data were collected using a validated researcher-developed questionnaire. Descriptive statistics, including frequency, percentage, weighted mean, and standard deviation, were used to determine the levels of the variables, while Pearson Product-Moment Correlation and multiple regression analysis were applied to examine relationships and predictive influence. Findings showed that school heads’ supervisory skill was practiced at a high level, particularly in instructional monitoring, mentoring, classroom observation, and providing feedback. Teachers’ instructional competence was also rated high, with strengths in classroom management, lesson planning, pedagogical skills, and subject mastery. Learners’ performance was reported as high, reflecting the positive impact of effective supervision and competent teaching practices. Correlation analysis indicated significant positive relationships among all three variables, and multiple regression analysis revealed that school heads’ supervisory skill and teachers’ instructional competence jointly predict learners’ performance, with instructional competence emerging as the stronger predictor. The study concludes that fostering both effective supervision and high instructional competence is essential for enhancing student learning outcomes and promoting instructional excellence.