Predictive Influence of Supervisory Behavior Orientations on the Instructional Performance of Teachers in Large-Type High Schools

Abstract

This study examined the predictive influence of supervisory behavior orientations on the instructional performance of teachers in a large-type public high school. Specifically, it investigated how directive, collaborative, transformational, and nondirective supervisory orientations relate to teachers’ Individual Performance Commitment and Review Form (IPCRF) ratings. The study employed a descriptive–correlational research design and involved 45 teachers from the Science, Mathematics, and STEM departments of Eastern Samar National Comprehensive High School (ESNCHS) during the School Year 2025–2026. Data were collected using the Supervisory Behavior Orientation Questionnaire (SBOQ), a researcher-developed Likert-type instrument, complemented by the teachers’ actual IPCRF ratings representing their instructional performance.
Results revealed that all four supervisory behavior orientations were practiced by school heads to a great extent. Among these, directive and transformational orientations exhibited the strongest positive correlations with instructional performance, indicating that clear guidance, feedback, and motivational leadership contribute significantly to effective teaching. Regression analysis further showed that supervisory behavior orientations collectively serve as significant predictors of teachers’ IPCRF ratings. Thus, the null hypotheses stating no significant relationship and no significant predictive influence were rejected.
The findings underscore the importance of balancing directive and transformational supervisory practices to foster both accountability and professional growth among teachers. School administrators are encouraged to adopt supervisory approaches that inspire, guide, and support teachers toward sustained instructional excellence.