Influence of Collaborative Supervision and Managerial Conceptual Skills on the Teaching Effectiveness of Teachers

Roel  Villocino,; Stella Marie  Maquiling,

Influence of Collaborative Supervision and Managerial Conceptual Skills on the Teaching Effectiveness of Teachers

Discipline: Education

Abstract:

Teaching effectiveness remains a concern in public education, particularly in areas where instructional leadership and managerial competencies differ significantly among school heads. Challenges such as inconsistent supervision practices and limited strategic planning have prompted a closer examination of leadership roles in shaping teacher performance. This study investigated the influence of collaborative supervision and managerial conceptual skills of school heads on the teaching effectiveness of public elementary school teachers in a public school district in a province in the southern Philippines. Grounded in Collaborative Supervision Theory and Managerial Conceptual Skills Theory, the research was driven by challenges in instructional leadership and teacher performance. Using a descriptive-correlational design, data were collected from 71 teachers and 120 Grade 6 learners through adapted survey questionnaires. Results revealed that school heads demonstrated very high levels of managerial conceptual skills, with mean scores of 3.86 for strategic planning, 3.84 for change management, and 3.18 for problem-solving. Collaborative supervision was rated high overall with a mean of 3.32, with non-directive supervision scoring very high with a mean of 3.79, and directive supervision rated high with a mean of 2.84. Teachers were perceived to be highly effective, particularly in classroom management with a mean of 3.65, followed by student engagement with a mean of 3.32 and instructional strategies with a mean of 3.20. Correlation analysis revealed no significant relationship between collaborative supervision and teaching effectiveness, as indicated by an r-value of -0.015 and a p-value of 0.902. Similarly, managerial conceptual skills had an r-value of 0.237 and a p-value of 0.046, which does not meet the threshold for statistical significance; hence, the researcher failed to reject the null hypothesis for both variables. Further, regression analysis showed that none of the indicators of managerial conceptual skills were statistically significant predictors of teaching effectiveness. These findings suggest that although managerial conceptual skills and collaborative supervision may be theoretically relevant to educational leadership, their direct impact on teaching effectiveness is not statistically supported in the context of this study.

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