LEADERSHIP STYLES IN THE SUPERVISION OF INSTRUCTION: A PROPOSED DEVELOPMENT PROGRAM FOR SCHOOL ADMINISTRATORS

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Published ID: IJNRD2510164

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Rochelle P. Aguilan

One of the major concerns of any educational institution is how to develop leaders to complete globally the effectiveness and efficient delivery of educational source to the school learners. This can only be made possible if proper attention is given to the school administrators. While it is true that the quality of instruction does not happen in the office of the school administrators, it can be denied that they play a vital role in the attainment of quality education. Thus in his policy statement in a speech entitled “Education 2000: A Vision of Excellence”. Further, DEPED Secretary Srah Duterte (2023) said: “School heads shall be empowered so that they may have significant control over personnel, facilities and resources in a total effort to improve pupil/student achievement levels.” In line with this, he called for professionalism and commitment in the delivery of quality education and said that he is set to require accountability from all DEPED personnel and the provision of leadership that will inspire effectiveness, efficiency and excellence. Statement of the Problem: 1. How do the Public Secondary School teachers and school administrators view the extent of manifestation by the school administrators of each of the following leadership styles in the supervision of instruction. a. Teaching style b. Selling style c. Participating style d. Delegating style 2. What are the effects of teachers of the manifestation of such leadership styles in supervisory activities in terms of certain educational outcomes? 3. Based on the findings, what development plan can be proposed to address the identified needs of school administrators for a more effective implementation of their leadership styles and supervisory activities that suit the growth needs of teachers. Methodology: This study used the descriptive method in the assessment of leadership styles of the Public Secondary School administrators in Urbiztondo District during the school year 2023-2024. The questionnaire served as the data gathering instrument which was responded by the identified respondents. It assessed the extent of manifestation by the school administrators of each of the following leadership styles; the effects on teachers of the manifestation of such leadership styles in supervisory activities in terms of certain educational outcomes. The output of this study is a proposed development plan to address the identified needs of the school administrators for a more effective implementation of their leadership styles and supervisory activities that suit the growth needs of teachers. The respondents of this study were the nineteen (19) school administrators and the one hundred twenty teachers taken from random sampling. Findings: 1.0. How the Public Secondary School Teachers and School Administrators Viewed the Extent of Manifestation by the School Administrators of the Leadership Styles in the Supervision of Instruction 1.1. The Public Secondary School teachers and school administrators believed that the manifestation by the school administrators of the leadership styles vary in extent as indicated by their average point values with their descriptive equivalents of “no evidence”, “little evidence”, “some evidence”, and “strongly evidence”. 1.2. Analysis of their perceptions, however, showed that the two groups of respondents were in agreement that the following areas of school supervision imply a need for improvement along certain criteria leadership styles. 1.2.1. Along supervisory planning, on the manifestation of the selling style of leadership, the over-all average point value of the teachers and school administrators’ perceptions is 1.68 which means “little evidence”; and on that of the participating style, 3.24 with a descriptive equivalent of “some evidence”. 1.2.2. Along observation of classroom situation, on the manifestation of the telling style, the over-all average point value of the teachers and school administrators’ perceptions is 3.07 with a descriptive equivalent of “some evidence”, and on that of the selling style, 3.23 with a descriptive equivalent of “some evidence”. 1.2.3. Along individual conferences, the over-all average point value of the teachers’ and school administrators’ perceptions on the manifestation of the participating style is 1.53 with a descriptive equivalent of “little evidence”. 1.2.4. Along teachers meetings, the over-all average point value of the teachers and school administrators’ perceptions in the manifestation of the telling style is 2.12 with a descriptive equivalent of “little evidence”; and on that of the participating style, 2.59 with a descriptive equivalent of ‘some evidence”. 1.2.5. Along issuance of supervisory bulletins, the over-all average point values of the two groups of respondents’ perceptions on the school administrators’ manifestation of the telling style is 3.37 with a descriptive equivalent of “some evidence”. 1.2.6. Along curriculum construction, the over-all average point values of the teachers and school administrators’ perceptions on the manifestation of the telling, participating and delegating styles by the school administrators are 3.37, 1.37, and 1.42 with descriptive equivalents of “some evidence”, and “not in evidence”, respectively. 1.27. Along research, the over-all average point values of the teachers and school administrators’ perceptions on the manifestation of the selling style by the school administrators is 1.23 with a descriptive equivalent of “no evidence”. 1.2.8. Along the use of tests and measurements, the overall average point value of the teachers’ and school administrators’ perceptions on the school administrators’ manifestation of the telling style is 1.19 which means “no evidence”. 1.2.9. Along the use of demonstration lessons, the over-all average point value of the teachers and school administrators’ perceptions on the school administrators’ manifestation of the selling and participating styles are 1.27 and 3.42 with descriptive equivalents of “no evidence” and “some evidence”, respectively. 1.2.10. Along cooperation with other supervisory personnel, the over-all average point values of the teachers and school administrators’ perceptions on the school administrators’ manifestation of the participating style is 3.03 with a descriptive equivalent of “some evidence.” 1.2.11. Along the use of supervisory records, the over-all average point values of the teachers and school administrators’ perceptions on the school administrators’ manifestation of the telling and selling styles are 1.21 and 1.35, respectively, both having descriptive equivalents of “no evidence”. 1.2.12. Along keeping of supervisory records, the over-all average point value of the perceptions of both groups of respondents on the school administrators manifestation of the telling style is 1.73 with a descriptive equivalent of “no evidence”. 1.2.13. Along appraisal of supervisory activities, the over-all average point value of the two groups of respondents’ perceptions on the school administrators’ manifestation of the telling style is 1.37 with a descriptive equivalent of “no evidence”. It may be mentioned that along provision for professional study the teachers and the school administrators agreed in their perceptions that such is not an area for improvement in so far as selling, the leadership style that should predominate, is concerned. 2.0. Effects on Teachers of the Manifestation of the Leadership Styles in Supervisory Activities in Terms of Certain Educational Outcomes as Perceived by the Teachers 2.1. On understanding of child nature, the obtained average point value of the teachers perceptions is 2.02 with a descriptive equivalent of “passable”. 2.2. On understanding of human relations, the average point value of the teachers’ perceptions is 2.15 with a descriptive equivalent of “passable”. 2.3. On understanding of educational values, the average point value of the teachers’ perceptions is 1.87 with a descriptive equivalent of “passable”. 2.4. On recognition and diagnosis of teaching difficulties, the obtained average point value of the teachers’ perceptions is 1.81 with a descriptive equivalent of “passable”. 2.5. On techniques for solving teaching problems, the teachers’ perceptions obtained an average point value of 1.98 which indicates “passable”. 2.6. On improvement in techniques of classroom instruction, the teachers’ perceptions obtained an average point value of 2.06 with a descriptive equivalent of “passable”. 2.7. On management of routine matters, the teachers’ perceptions obtained an average point value of 1.95 with a descriptive equivalent of “passable”. 2.8. On teacher participation, the teachers’ perceptions obtained an average point value of 1.80 with a descriptive equivalent of “passable”. 2.10. On voluntary request for supervisory assistance, the teachers’ perceptions obtained an average point value of 1.69 with a descriptive equivalent of “passable”. Conclusions: 1. While the Public Secondary School teachers and school administrators believed that the school administrators manifest the leadership styles in the supervision of instruction in varying extents, there are certain leadership styles that need to predominate in certain supervisory activities which the school administrators fell short of in their manifestation. 2. The effects on teachers in terms of certain educational outcomes of the school administrators’ leadership styles can stand improvement. 3. The school administrators have training needs in terms of leadership style improvement and supervisory skills improvement. 4. A development program for leadership style improvement and supervisor skills improvement can be evolved based on the assessment made by teachers and school administrators. Recommendations: 1. Since the school administrators fell short in the manifestation of certain leadership styles that need to predominate in certain supervisory activities, they should upgrade their knowledge on the appropriate leadership styles that should be manifested in certain supervisory activities. 2. Since the effects on teachers of the school administrators’ leadership styles in terms of certain educational outcomes can stand improvement, the school administrators should also upgrade their knowledge on how to match their leadership styles to the maturity and growth needs of their teachers. Likewise, the teachers should be involved in the planning, implementation and evaluation of supervisory activities to achieve maximum effect of the school administrators’ leadership styles. 3. The implementation of the proposed development program should be made flexible to accommodate changes in schedule brought about by other demands on the time of the school administrators. Nevertheless, its implementation should be made more effective with the involvement of expert facilitators who come from the ranks of the Learning for Effective Administrators Development (LEAD) trainors. 4. A similar study to cover a wider scope may be conducted by other researchers to validate the findings of this study.

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Rochelle P. Aguilan (October-2025). LEADERSHIP STYLES IN THE SUPERVISION OF INSTRUCTION: A PROPOSED DEVELOPMENT PROGRAM FOR SCHOOL ADMINISTRATORS. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 10(10), b517-b525. https://ijnrd.org/papers/IJNRD2510164.pdf

Volume 10 Issue 10, October-2025

Pages : b517-b525

Paper Reg. ID: IJNRD_309899

Published Paper Id: IJNRD2510164

Research Area: Management All

Author Type: Foreign Author

Country: San Carlos City, Pangasinan, Philippines

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