Instructional Supervision Practices of School Heads in Relation to Teachers’ Creativity

Abstract

This study aims to determine the extent of instructional supervision practices of school heads and their impact on teachers’ creativity among schools in the Governor Generoso South Davao Oriental Schools Division. A non-experimental descriptive-correlational research design was employed using an adapted survey instrument to gather responses from randomly selected teacher-respondents. Data were analyzed using Mean scores, Pearson r, and Simple Linear Regression Analysis. Findings revealed that school heads’ supervision practices were less extensive, particularly in protecting instructional time, monitoring student progress, maintaining visibility, and evaluating instruction. Teachers’ creativity, indicated by innovative, explorative, and strategic approaches, was found to be moderately extensive. A significant relationship was found between instructional supervision practices and teachers’ creativity. This study suggests that enhancing supervision practices can foster greater creativity among teachers.