Connecting Instructional Supervision Practices of School Administrators to Teachers’ Performance

The study determined the relationships of Instructional Supervision Practices (ISP), teaching learning process and pupils' level of reading that led to the development of a Training Program in Reading Across Disciplines. The respondents were 20 school administrators, 118 elementary teachers and 2,380 pupils from Kindergarten to Grade VI of Jones East District, Jones, Isabela. Survey and interview were used in data gathering. The instruments used are the School Administrators Personal Profile Survey Form (SAPPSF), Checklist of Instructional Supervision Practices; and the Teachers' Learning Observation Guide (TLOG). The PHIL-IRI was used to determine pupils' level of reading ability. The reliability of the instrument on ISP and Teachers' Performance was determined using the Cronbach's Alpha or Coefficient. The reliability coefficients computed were .890 and .897 respectively which showed high reliability. The obtained data were analyzed by means of Microsoft Office Excel 2016 and IBM SPSS Statistics 25 software. Spearman Rank Order Correlation and Cohen's Correlation Coefficient were used to correlate the variables in the study. Results of the study revealed the following: that school administrators dutifully observe instructional supervision practices, the teachers' performance is emerging, there is a positive relationship between instructional supervision practices and pupils' reading abilities while there is no significant relationships between ISP and teachers' performance, and teachers' performance and pupils' level of reading. To bridge the identified gap in ISP, teachers' performance and pupils'level of reading, a Training Program in Reading Across Disciplines is developed. It is recommended that teachers attend the aforementioned Training Program to be equipped with pedagogical skills in enhancing Reading Level of pupils.