GROW Model Instructional Supervision: The Lived Experiences of Instructional Leaders and Teachers on Their Performance and Professional Growth

Abstract

Instructional supervision has become more developmentally oriented, and coaching focuses on supporting teacher professional growth and instructional improvement. This qualitative study explored the lived experiences of instructional leaders and teachers in implementing the GROW Model (Goal, Reality, Options, Way Forward) as a framework for instructional supervision. Anchored in Moustakas' transcendental phenomenological approach, the study investigated how participants perceived and experienced GROW Model based supervision in relation to professional growth, reflective practice, instructional performance and implementation challenges. Data were collected through semi-structured interviews with purposively selected instructional leaders and teachers from public schools of Division of Tangub City implementing GROW-based supervision. Phenomenological data analysis involved epoche, horizonalization, thematic clustering, and the development of textural, structural, and composite descriptions. Findings revealed that the GROW Model was experienced as (a) a structured and systematic supervisory process, (b) a shift from evaluative to reflective and collaborative dialogue, (c) a catalyst for professional growth and teacher empowerment, (d) a mechanism for evidence-based instructional decision-making, and (e) a driver of instructional improvement with perceived positive learner engagement. Despite challenges related to time constraints, workload demands, and initial resistance, participants employed adaptive strategies such as flexible scheduling, trust-building, and integration of supervision into existing school structures. These strategies informed the development of transformative Action Plan aimed at sustaining reflective and context-responsive instructional supervision. The study concludes that the GROW Model offers a viable and meaningful framework for strengthening reflective supervision and continuous professional learning across diverse school contexts.