Linking Instructional Leadership Styles to Supervisory Competencies Among Master Teachers in Region I, Philippines: Implications for Strategic Capacity Development

Abstract

competencies of master teachers in Region I and their implications on teaching effectiveness. Employing a descriptive-correlational research design, the study involved master teachers and teachers in public elementary schools in Region I. Data were gathered using validated survey instruments aligned with instructional leadership constructs, supervision competency domains, and the DepEd RPMS–IPCRF framework for teaching effectiveness. Descriptive statistics were used to describe levels of instructional leadership styles, supervision competencies, and teaching effectiveness, while inferential statistics, particularly Pearson r and Spearman rank correlation, were employed to assess significant relationships among variables.  Findings revealed that the instructional leadership styles of master teachers — namely, authoritative, collaborative/participative, coaching/mentoring, transformational, distributed/shared leadership, instructional monitoring and feedback, and servant leadership — were highly evident. Supervision competencies in planning and organizing instructional supervision, classroom observation and feedback, coaching and mentoring, monitoring and evaluating instructional practices, and facilitating professional development activities were highly competent. Teachers’ level of teaching effectiveness based on RPMS–IPCRF indicators was also rated highly effective. Results further showed significant positive relationships between instructional leadership styles and teaching effectiveness, as well as between supervision competencies and teaching effectiveness. Selected profile variables were also significantly related to supervision competencies. These findings underscore the critical role of instructional leadership and effective supervision in enhancing teaching performance. Based on the results, a capacity-building program for master teachers was proposed to strengthen leadership and supervision practices and sustain improvements in teaching effectiveness.