Instructional supervision competence of public school heads as it correlates to teachers’ proficiency

In today’s keen competitive global environment, schools in basic education are entrusted to produce quality human capital that can participate in and cope with the ever-changing market demands. If quality teachers are to beget quality students, then it is perhaps pertinent to define the critical work of the school head as an instructional supervisor of the teaching and learning process. Thus, this study was initiated to investigate the correlation of instructional supervision competence of public school heads and teachers' proficiency in the division of Ozamiz City, the school year 2019-2020. The study used quantitative conceptualization and utilizing specifically the descriptive-correlation withadopted and modified questionnaire checklist to gather the necessary data. There were 18 school head respondents of the study and all of them were selected to participate in. To represent the teacher's population, 185 teachers were selected randomly rendering three (3) years and above in the service. The study revealed that there was a significant and moderate positive relationship between the level of instructional supervision competence of school heads and the teachers’ proficiency. Thus, public school heads and teachers were all highly competent in all the competencies stipulated in the Results-Based Performance Management System (RPMS). It is recommended that there should be continuous peer mentoring and coaching to young teachers; developing teachers to grow professionally; school heads and teachers should go into research and training the teachers to become training facilitators.