INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume X Issue XXVI March 2026 | Special Issue on Education

Predictive Influence of Supervisory Behavior Orientations on the

Instructional Performance of Teachers in Large-Type High Schools

¹Nickle Rey A. Cañete, LPT, MAEd Bio, ²Dr. Helen C. Fuentes

¹PhD Student, Eastern Samar State University -Main Campus, Borongan City, Eastern Samar,

Philippines

²Associate Professor IV, Eastern Samar State University-Main Campus, Borongan City, Eastern

Samar, Philippines

DOI: https://doi.org/10.47772/IJRISS.2026.1026EDU0144

Received: 20 February 2026; Accepted: 02 March 2026; Published: 30 March 2026

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.

Keywords: supervisory behavior orientations, instructional performance, directive, transformational,

correlation, regression, ESNCHS

INTRODUCTION

Background of the Study

Globally, educational systems have increasingly adopted performance-based evaluation mechanisms

emphasizing accountability, instructional quality, and professional development. In the Philippine context, this

paradigm shift is embodied in the Results-Based Performance Management System (RPMS), wherein the

Individual Performance Commitment and Review Form (IPCRF) serve as a primary instrument for evaluating

teaching effectiveness. The IPCRF consolidates performance objectives, competency indicators, and

professional growth plans, thus providing a holistic assessment of teachers’ instructional competence

(Department of Education [DepEd], 2025). Through its structured domains, the IPCRF enables comprehensive

teacher evaluation and feedback, forming part of the broader Performance Management and Evaluation System

(PMES) as outlined in DepEd Memorandum No. 17, s. 2025.

Instructional supervision plays a pivotal role in enabling teachers to meet the standards set by the IPCRF. It

encompasses various strategies such as classroom observation, coaching, mentoring, and reflective feedback,

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume X Issue XXVI March 2026 | Special Issue on Education

all aimed at improving instructional delivery. Empirical evidence consistently affirms that effective supervision

enhances teacher performance, job motivation, and satisfaction. Landawe, Cayabas, and Landawe (2024)

demonstrated that supervisory competence positively correlates with teacher productivity, particularly when

feedback mechanisms are structured and developmental. Similarly, Tuico and Callo (2024) revealed that

supervisory presence and interpersonal support significantly improved instructional practices among teachers

during the post-pandemic transition period.

Beyond the Philippine setting, international studies support the same premise. For example, Hoque et al. (2020)

found that directive supervisory practices characterized by explicit guidance, task clarity, and structured

implementation promoted substantial gains in instructional quality among Malaysian secondary school

teachers. These studies highlight the global recognition of supervision as a determinant of instructional

performance.

However, much of the existing literature tends to treat supervision as a singular construct, overlooking the

nuanced behavioral orientations that supervisors exhibit. The Path–Goal Theory provides a conceptual lens for

understanding

how

supervisory

orientations—directive,

supportive

(transformational),

participative

(collaborative), and achievement-oriented (autonomous)—differentially influence subordinates’ motivation and

performance depending on contextual alignment (Saleem et al., 2021). Yet, limited empirical research has

examined how these orientations predict measurable instructional outcomes, particularly within the structured

framework of the IPCRF.

In the Philippine research landscape, studies commonly focus on general supervisory effectiveness or

competence rather than specific behavioral orientations. This gap constrains educational leaders and

policymakers from identifying which supervisory styles most effectively enhance teacher performance within

DepEd’s performance-based system. Moreover, the Senior High School (SHS) context presents distinctive

challenges requiring specialized supervision. SHS teachers operate under diverse academic strands and are

evaluated through the Philippine Professional Standards for Teachers (PPST) using the IPCRF, which imposes

higher accountability and competency expectations. Despite this, few studies have isolated the SHS

environment as a focal context for analyzing supervisory dynamics, thus limiting the applicability of prior

findings.

The Path–Goal Theory posits that supervisory effectiveness arises from the alignment between leadership

behavior and subordinate readiness. In this framework, directive supervision provides clarity and structure,

supportive supervision builds morale, participative supervision fosters collaboration, and achievement-oriented

supervision promotes autonomy and excellence (Saleem et al., 2021). Supervisors capable of adjusting their

orientation based on teachers’ developmental needs are more likely to achieve higher performance outcomes.

Complementing this is the Pygmalion Effect, a social psychological theory suggesting that the expectations of

authority figures influence subordinate performance. Cogan (2020) established that supervisors who

communicate high expectations and offer corresponding support elicit improved instructional commitment and

delivery among teachers. This implies that supervisory orientations grounded in transformational and

participative approaches may enhance teacher performance, as reflected in IPCRF evaluations.

Existing studies further corroborate that teacher performance is shaped by multiple factors including

motivation, supervisory competence, and leadership style (Sijabat et al., 2022; Rahabav & Rumfot, 2020).

Wahyuni (2020) emphasized that academic supervision by principals significantly enhances teacher

performance, while Wasito et al. (2021) linked effective supervision to improved student learning outcomes.

Salikurnima (2020) also found that principal supervision and job satisfaction jointly predict teacher

performance. Collectively, these studies confirm that supervision is integral to instructional success but

underscore the need to differentiate the specific behavioral orientations that yield the strongest effects.

Within the Philippine context, several recent studies highlight similar trends. Quilala and Tantiado (2025)

observed a positive correlation between instructional supervision and teacher self-efficacy, while Daigon and

Alcopra (2024) reported that pre-observation and feedback practices contributed significantly to teaching

effectiveness. Balaca (2023) found that supervisory competence, though indirectly related to performance,

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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enhanced teacher self-efficacy in Eastern Visayas. Oliveros (2025) identified instructional management as the

most influential supervisory practice affecting performance, though the study employed the PPST rather than

IPCRF as the evaluative tool. Meanwhile, Ongcoy and Guhao Jr. (2025) demonstrated that collaborative and

transformational leadership strongly correlated with teachers’ pedagogical competence, reinforcing the

predictive potential of these orientations.

Despite these valuable insights, empirical gaps remain. Few investigations explicitly examine directive,

collaborative, transformational, and nondirective supervisory orientations as predictors of teacher performance.

Furthermore, existing studies seldom employ IPCRF-based evaluations, which constitute the official metric

under the RPMS. This research therefore addresses a significant empirical and contextual gap by analyzing

how supervisory behavior orientations predict instructional performance among teachers in large-type high

schools—a subset of institutions with unique administrative complexities, faculty diversity, and student

populations exceeding 1,500 (Papadakis et al., 2024).

The theoretical foundation of this study rests on three established frameworks: Hersey and Blanchard’s

Situational Leadership Theory (1969), Glickman’s Developmental Supervision Theory (1981), and

Transformational Leadership Theory (Burns, 1978; Bass, 1985). Situational Leadership Theory underscores

that effective supervision depends on matching leadership style to teacher readiness, suggesting that flexibility

in adopting directive, collaborative, or delegating orientations yields optimal results. Developmental

Supervision Theory extends this premise by proposing that supervision should be diagnostic and adaptive,

fostering teacher growth through directive, collaborative, and nondirective approaches. Transformational

Leadership Theory, on the other hand, emphasizes the inspirational and motivational dimension of supervision,

where leaders stimulate teachers to exceed expectations through intellectual stimulation, individualized

support, and shared vision.

Integrating these theoretical perspectives positions supervisory orientation as a multidimensional construct

encompassing directive, collaborative, transformational, and nondirective approaches. Effective supervision

thus emerges not as a uniform process but as a dynamic interaction between the supervisor’s orientation and

the teacher’s professional maturity. When supervisory behavior aligns with teacher needs, it enhances

motivation, instructional competence, and classroom performance.

Given this theoretical and empirical backdrop, the present study investigates the predictive influence of

supervisory behavior orientations on the instructional performance of teachers in large-type high schools. By

employing correlational and regression analyses, it seeks to determine whether specific supervisory

orientations significantly predict teacher performance as measured through IPCRF ratings. This inquiry is both

timely and relevant, offering theoretical contributions to educational leadership literature and practical

implications for enhancing supervisory training under the Department of Education’s performance

management frameworks.

In sum, as the education sector continues to prioritize accountability and instructional excellence,

understanding how supervisory orientations shape teacher performance has become imperative. By addressing

existing gaps and contextualizing findings within the Philippine SHS system, this study aims to inform

evidence-based supervisory practices that can strengthen teaching quality and elevate overall institutional

effectiveness.

Statement of the Problem

This study examined the correlation and predictive influence of supervisory behavior orientations on the

instructional performance of teachers in large-type high schools, as reflected in their Individual Performance

Commitment and Review Form (IPCRF) ratings. Specifically, it sought to answer the following questions:

1. What supervisory behavior orientations were practiced by school heads in large-type high schools, as

perceived by teachers?

2. What were the IPCRF ratings of teachers in large-type high schools?

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3. Was there a significant correlation between supervisory behavior orientations and the IPCRF ratings of

teachers in large-type high schools?

4. Which supervisory behavior orientations significantly predicted the IPCRF ratings of teachers in

large-type high schools based on multiple regression analysis?

Hypotheses of the Study

Null Hypotheses (H₀):

H_O1- There is no significant correlation between supervisory behavior orientations and the IPCRF ratings of

teachers in large-type high schools.

H_O2- Supervisory behavior orientations do not significantly predict the IPCRF ratings of teachers in large-type

high schools.

Significance of the Study

The findings of this study yielded valuable insights that guided educational leaders, policymakers, and

practitioners in enhancing teacher performance through evidence-based supervisory practices in large-type high

schools. The study provided meaningful implications for several key stakeholders within the educational

system:

School Heads. The results of this study provided empirical evidence on the supervisory behavior orientations

most positively associated with teachers’ instructional performance, as measured by their Individual

Performance Commitment and Review Form (IPCRF) ratings. These findings enabled school leaders to refine

their supervisory strategies, strengthen teaching effectiveness, improve school-wide instructional quality, and

foster a culture of professional growth.

Teachers. By identifying supervisory approaches statistically linked to higher IPCRF ratings, the study helped

teachers better understand how to respond to and benefit from various supervisory interactions. It also

empowered them to seek and advocate for supervisory support that aligned with their professional development

needs and performance objectives.

DepEd Policymakers and Regional/Division Leaders. The findings offered valuable input for enhancing

existing policies on instructional supervision and performance evaluation under the Results-Based Performance

Management System (RPMS). As the Department of Education worked toward improving supervisory

frameworks and capacity-building programs, the study’s evidence-based insights supported policy decisions

that aligned supervision practices with teacher effectiveness standards and the Philippine Professional

Standards for Teachers (PPST).

Future Researchers. This study contributed to the growing body of literature on instructional supervision in

the Philippine education context, particularly within large-type high schools. It advanced scholarship by

examining supervisory behavior orientations as predictors of teacher performance using standardized metrics

such as the IPCRF. Future researchers may build on this work by exploring longitudinal impacts, conducting

comparative studies across school types, or designing interventions grounded in effective supervisory

approaches.

In sum, this research significantly influenced supervisory practices, enriched performance evaluation strategies,

and contributed to the professionalization of both school leadership and teaching practice in basic education.

Scope and Delimitation

This study was conducted among selected public senior high school teachers teaching Science, Technology,

Engineering, and Mathematics (STEM) in the Division of Borongan City during the academic year 2025–2026.

The study was conducted exclusively at Eastern Samar National Comprehensive High School (ESNCHS)

because it is the only secondary school in the division categorized as a large-type high school. The study

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specifically examined the predictive relationship between supervisory behavior orientations—directive (task-

oriented), collaborative (people-oriented), transformational (supportive), and nondirective (autonomous)—and

the instructional performance of senior high school teachers as measured through their Individual Performance

Commitment and Review Form (IPCRF) ratings.

The investigation was limited to the supervisory orientations mentioned and did not consider other possible

determinants of instructional performance, such as school resources, personal teacher characteristics, or the

broader organizational environment. Although these variables may have had an influence, they were

deliberately excluded to maintain the study’s focus on the predictive capacity of supervisory styles alone.

Data were collected through teacher-perception surveys and the standardized IPCRF evaluation tool. The

analysis identified which supervisory behavior orientations significantly predicted instructional performance

within the framework of the Department of Education’s evaluation system in the Division of Borongan City.

Definition of Terms

This section presents and clarifies the key terminologies used in the study. The definitions are provided to

establish a clear and common understanding of the concepts that are essential to the investigation and to avoid

ambiguity in their interpretation.

Supervisory Behavior Orientations. These refer to the distinct supervisory styles or approaches exhibited by

school heads in overseeing and guiding teachers. In this study, supervisory orientations are classified into four

categories: directive (task-oriented), collaborative (people-oriented), transformational (supportive), and

nondirective (autonomous), based on the degree of control, participation, and support provided in the

supervisory process.

Directive/Task-Oriented Supervision. This type of supervision is characterized by high levels of structure,

close monitoring of teacher activities, clear expectations, and prescriptive instructions. School heads using this

style tend to maintain control and ensure that teachers adhere strictly to established standards and procedures.

Collaborative/People-Oriented Supervision. This approach emphasizes mutual respect, teamwork, and shared

decision-making between supervisors and teachers. It fosters a participatory environment where input from

teachers is valued, and professional relationships are nurtured to enhance instructional outcomes.

Transformational/Supportive Supervision. A supervisory orientation centered on motivating and empowering

teachers through vision-setting, inspiration, and sustained encouragement. It supports teacher growth by

focusing on individualized professional development, trust-building, and continuous improvement.

Nondirective/Autonomous Supervision. This supervisory style grants teacher’s substantial independence in

their instructional practices. It is marked by minimal supervisory interference, allowing teachers to exercise

discretion and self-direction in achieving performance goals.

Instructional Performance. Defined in this study as the level of teaching effectiveness demonstrated by senior

high school teachers, as evidenced by their ratings in the Individual Performance Commitment and Review

Form (IPCRF). It reflects the extent to which teachers meet performance indicators set under the Department of

Education’s Results-Based Performance Management System (RPMS).

IPCRF Rating. A standardized quantitative measure used to assess teacher performance. It is derived from

both self-assessment and supervisor evaluation based on specific Key Result Areas (KRAs) and objectives

outlined in the RPMS. The rating represents a teacher’s success in fulfilling instructional and professional

responsibilities for a given school year.

Research Paradigm

The conceptual framework illustrates a linear relationship wherein the supervisory behavior orientations of

school heads are posited to predict the instructional performance of STEM teachers in large-type public high

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school. It emphasizes that effective supervision—when aligned with teachers’ competence, motivation, and

contextual needs—enhances teaching quality, learning outcomes, and professional growth. This framework is

anchored on Hersey and Blanchard’s Situational Leadership Theory, Glickman’s Developmental Supervision

Theory, and Transformational Leadership Theory, which collectively affirm that adaptive, supportive, and

motivational supervisory practices foster higher teacher performance. Accordingly, this study investigates how

the four supervisory orientations—directive, collaborative, transformational, and non-directive—serve as

significant predictors of teachers’ instructional performance as reflected in their Individual Performance

Commitment and Review Form (IPCRF) ratings during the school year 2026-2027.

Conceptual Framework

Independent Variable

Dependent Variable

Types of Supervisory

Behavior Orientations

Instructional Performance of

Large-type High School

Teachers

(Directive, Transformational,

Collaborative, Non-directive)

Figure 1. The schematic diagram representing the research paradigm of the study.

METHODOLOGY

This chapter presents the methods and procedures utilized in carrying out the study. It discusses the research

design, setting, participants, research instruments, data collection process, and statistical techniques applied to

examine the relationship and predictive impact of supervisory behavior orientations on teachers’ instructional

performance.

Research Design

This study employed a quantitative-correlational research design with the use of regression analysis to examine

the relationship and predictive influence of supervisory behavior orientations on teachers’ instructional

performance. The quantitative method was considered suitable as it enabled the researcher to gather

measurable data and apply statistical analysis to determine relationships between variables. Correlational

research is valuable when the goal is to assess the extent and direction of association between two or more

variables without altering them. In this research, the independent variable referred to the supervisory behavior

orientations of school heads as perceived by teachers, while the dependent variable represented the

instructional performance of teachers based on their Individual Performance Commitment and Review Form

(IPCRF) ratings. Regression analysis was utilized to identify which supervisory behavior orientations served as

the best predictors of teachers’ instructional performance. This design was deemed appropriate since it

provided a systematic and objective means to quantify relationships among variables and statistically test the

proposed hypotheses.

Locale of the Study

The study was conducted at Eastern Samar National Comprehensive High School (ESNCHS), situated in

Borongan City, Eastern Samar. ESNCHS is recognized as the only large-type public secondary school in the

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city, with a student population exceeding 2,000 learners across Junior and Senior High School levels. The

school offers several academic tracks under the K–12 curriculum, including the Science, Technology,

Engineering, and Mathematics (STEM) strand, which is known for its academic rigor and emphasis on

performance-based learning.

ESNCHS was chosen as the locale of the study because it embodies the characteristics of a large and structured

educational institution where supervisory practices are systematically implemented and teacher performance is

regularly evaluated. The presence of formalized supervisory mechanisms, such as classroom observations,

mentoring sessions, and performance appraisals through the Individual Performance Commitment and Review

Form (IPCRF), makes ESNCHS an ideal setting for examining how various supervisory behavior orientations

influence teachers’ instructional performance.

Moreover, the school’s size and diversity of faculty provide a rich context for analyzing the relationship

between supervision and performance. In particular, the Science, Mathematics, and STEM faculty operate

under close academic supervision to maintain the high instructional standards expected in science and

mathematics education. This makes the school a suitable venue for exploring the predictive influence of

supervisory behavior orientations on the instructional effectiveness of teachers in a large-type public high

school environment.

Respondents of the Study

The respondents of this study comprised 45 teachers from Eastern Samar National Comprehensive High

School (ESNCHS), representing the Science, Mathematics, and STEM departments during the School Year

2025-2026. These respondents were selected through purposive sampling, as they are directly engaged in

teaching academic subjects that demand high instructional competence and are subject to formal supervision

and evaluation processes aligned with the Department of Education’s standards.

The inclusion of Science, Mathematics, and STEM teachers was deliberate to ensure a broader and more

comprehensive understanding of supervisory dynamics within a large-type school. Each respondent had

undergone standard classroom supervision, performance monitoring, and IPCRF-based evaluation, ensuring

that the data collected reflected both the supervisors’ behavioral orientations and the teachers’ performance

outcomes.

Purposive sampling was deemed appropriate because it allowed the researcher to target participants who could

provide the most relevant and accurate information regarding the link between supervisory behavior

orientations and instructional performance. The relatively large number of respondents (n = 45) enhanced the

reliability and generalizability of the findings, providing a solid basis for statistical analyses such as correlation

and regression tests.

Research Instrument

Two main instruments were utilized to gather the necessary data for the study. The first instrument was the

Supervisory Behavior Orientation Questionnaire, which measured the types and levels of supervisory behavior

orientations practiced by the school heads as perceived by the teachers. The instrument was adapted from

established frameworks, particularly Glickman’s Supervisory Behavior Continuum, which categorizes

supervisory orientations into directive, collaborative, and nondirective types. The questionnaire was modified

to fit the context of ESNCHS and the nature of the supervision process within the Department of Education. It

contained items designed to capture how teachers perceive their supervisors’ approaches in providing guidance,

feedback, and support for instructional improvement. The second instrument was the Individual Performance

Commitment and Review Form (IPCRF), which served as the basis for determining the instructional

performance ratings of teachers. The IPCRF is a standardized evaluation tool used by the Department of

Education to assess teachers’ performance across several Key Result Areas (KRAs), such as content

knowledge, teaching-learning process, and professional growth. The IPCRF ratings were obtained from

authorized school records with prior approval from the school head and treated with strict confidentiality. To

ensure the validity and reliability of the research instrument, the questionnaire underwent content validation by

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a panel of experts in educational management and supervision. A pilot test was conducted among teachers

outside the Science, Mathematics, and STEM faculty, and the reliability coefficient was computed using

Cronbach’s alpha, confirming that the items were consistent and reliable for data collection.

Data Gathering Procedures

Before the actual data collection, the researcher obtained formal approval from the Principal of Eastern Samar

National Comprehensive High School (ESNCHS) to conduct the study within the school. Once authorization

was granted, the researcher coordinated with the Science, Mathematics, and STEM faculty members to explain

the study’s purpose, objectives, and ethical considerations. Participants were informed that their involvement

was voluntary, their responses would remain strictly confidential, and the gathered data would be used solely

for academic and research purposes.

The Supervisory Behavior Orientation Questionnaire was then administered to forty-five (45) teachers from the

three departments. Sufficient time was provided for the respondents to complete the instrument. The researcher

personally facilitated both the distribution and retrieval of the questionnaires and was available to address any

questions to ensure the accuracy and completeness of responses.

After collecting the accomplished questionnaires, all data were carefully encoded, organized, and tabulated for

statistical analysis. The Individual Performance Commitment and Review Form (IPCRF) ratings of each

respondent were also obtained from authorized school personnel to serve as the quantitative indicator of

instructional performance. Throughout the data-gathering process, the researcher adhered to ethical research

standards, ensuring anonymity, confidentiality, and data integrity. All collected data were securely stored and

analyzed objectively to generate valid and reliable research results.

Analysis of Data

The data gathered from the completed questionnaires and IPCRF records were analyzed using both descriptive

and inferential statistical methods. To describe the supervisory behavior orientations and teachers’ instructional

performance, the mean and standard deviation were calculated. These statistical measures summarized how

supervisory behaviors were perceived and how teachers performed based on their IPCRF ratings. To determine

the presence of a statistically significant relationship between supervisory behavior orientations and teachers’

IPCRF ratings, the Pearson Product-Moment Correlation Coefficient (r) was utilized, measuring the strength

and direction of their relationship.

Moreover, multiple regression analysis was conducted to identify which specific supervisory behavior

orientations significantly predicted teachers’ instructional performance. This statistical procedure enabled the

researcher to assess both the collective and individual predictive effects of the supervisory behavior

orientations on instructional performance. A 0.05 level of significance was set as the criterion for accepting or

rejecting the null hypotheses, ensuring that the findings were statistically valid and supported by empirical

data.

Ethical Consideration

This research was conducted in full compliance with ethical standards for educational studies. Informed

consent was secured from all participants before data collection, ensuring they were fully aware of the study’s

purpose, the voluntary nature of their participation, and their right to withdraw at any time without

consequence. Confidentiality and anonymity were maintained by assigning codes instead of names to

respondents, and all data were utilized exclusively for research purposes. Access to IPCRF ratings was

obtained only after receiving formal approval from the school administration, with all information handled with

utmost care and respect for privacy.

The researcher further guaranteed that the findings were presented objectively and without bias, emphasizing

their use in enhancing supervisory practices and instructional performance at ESNCHS rather than for

evaluative or disciplinary purposes. These ethical measures safeguarded the study’s credibility, integrity, and

respect for the rights and dignity of all participants.

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RESULTS AND DISCUSSION

This chapter presents the results of the study based on the data collected which were analyzed and interpreted

using the appropriate statistical tool. This section presents the analysis of the data gathered from forty-five (45)

Science, Mathematics, and STEM teachers at Eastern Samar National Comprehensive High School (ESNCHS)

regarding the supervisory behavior orientations of their immediate supervisors and their corresponding

instructional performance ratings (IPCRF) for the recent school year. The study aimed to determine the

correlation and predictive influence of supervisory behavior orientations—directive, collaborative,

transformational, and nondirective—on teachers’ instructional performance.

Descriptive Statistics of Supervisory Behavior Orientations and Instructional Performance

Table 1 displays the descriptive statistics for the four supervisory behavior orientations and teachers’

instructional performance. The data show consistently high mean scores across all orientations, indicating that

supervisors at ESNCHS are perceived to exhibit these behaviors frequently.

Table 1: Descriptive Statistics of Supervisory Behavior Orientations

Supervisory Behavior Orientation

Directive Orientation

Collaborative Orientation

Transformational Orientation

Nondirective Orientation

Mean

4.047

4.478

4.614

4.436

Standard Deviation

Interpretation

Often / Agree

Always / Strongly Agree

0.570

0.489

0.446

0.440

The interpretation of the mean scores for the supervisory behavior orientations followed the five-point Likert

scale used in the questionnaire. The interval width for each category was determined using the following

formula:

Interval Width = (Highest Scale Value − Lowest Scale Value) / Number of Categories

Substituting the values from the five-point scale:

Interval Width = (5 − 1) / 5

Interval Width = 4 / 5 = 0.80

Using this interval width, the mean scores were interpreted as follows:

4.21 – 5.00 : Always

3.41 – 4.20 : Often

2.61 – 3.40 : Sometimes

1.81 – 2.60 : Rarely

1.00 – 1.80 : Never

Based on Table 1, directive supervisory orientation obtained a mean score of 4.047 with a standard deviation of

0.570. This mean falls within the range 3.41 – 4.20, which corresponds to the interpretation “Often.” This

indicates that directive supervisory practices are frequently demonstrated by school heads in large-type high

schools as perceived by teachers.

Collaborative supervisory orientation obtained a mean score of 4.478 with a standard deviation of 0.489. This

value falls within the range 4.21 – 5.00, which corresponds to the interpretation “Always.” This suggests that

school heads consistently practice collaborative supervisory behaviors such as involving teachers in decision-

making and encouraging teamwork.

Transformational supervisory orientation recorded a mean score of 4.614 with a standard deviation of 0.446,

which also falls within the range 4.21 – 5.00, interpreted as “Always.” This indicates that school heads strongly

demonstrate transformational supervisory behaviors by motivating teachers, encouraging innovation, and

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supporting professional development.

Similarly, nondirective supervisory orientation obtained a mean score of 4.436 with a standard deviation of

0.440, which is likewise within the range 4.21 – 5.00, interpreted as “Always.” This suggests that school heads

frequently allow teachers autonomy in their instructional practices and encourage professional independence.

Overall, the results indicate that supervisory behavior orientations are practiced at a high level among school

heads in large-type high schools, with transformational orientation obtaining the highest mean score, followed

by collaborative and nondirective orientations, while directive orientation is still frequently practiced but at a

slightly lower level compared to the other supervisory orientations.

These findings resonate with recent research indicating that post-pandemic supervision emphasizes motivation

and adaptability. De Guzman and David (2024) found that supportive supervision practices significantly

enhance teacher performance and morale, while Flores and Asuncion (2023) confirmed that transformational

leadership behaviors improve professional growth and classroom effectiveness. Collectively, these results

indicate that ESNCHS supervisors exhibit a balanced mix of leadership approaches that positively influence

teaching outcomes.

Instructional Performance of Teachers based on IPCRF

Table 2 presents the descriptive statistics for the IPCRF ratings of teachers in large-type high schools.

Table 2. Descriptive Statistics of Teachers’ IPCRF Ratings

Variable

Mean

Standard Deviation

Interpretation

Teachers’ IPCRF Rating

4.614

0.121

Outstanding

The teachers’ IPCRF ratings obtained a mean score of 4.614 with a standard deviation of 0.121. Based on the

Department of Education (DepEd) performance rating scale, this mean value falls within the range

corresponding to the interpretation “Outstanding.”

This result indicates that teachers in large-type high schools demonstrate an excellent level of instructional

performance. The relatively small standard deviation suggests that the teachers’ performance ratings are highly

consistent across the respondents, indicating minimal variation in the IPCRF ratings.

Overall, the findings imply that teachers in large-type high schools maintain a very high level of instructional

performance as reflected in their IPCRF ratings.

Correlation between Supervisory Behavior Orientations and Teachers’ IPCRF Ratings

Table 3. Pearson Correlation between Supervisory Behavior Orientations and Teachers’ IPCRF Ratings

Variables Compared

Pearson r p-value

Significance Relationship

(α = 0.05)

Directive Orientation vs. IPCRF Rating

0.602

0.297

0.399

0.308

0.0000120034 Significant

Strong Positive

Collaborative Orientation vs. IPCRF Rating

Transformational Orientation vs. IPCRF Rating

Nondirective Orientation vs. IPCRF Rating

0.0474677

0.00669422

0.0396218

Significant

Weak Positive

At the 0.05 level of significance (α = 0.05), the Pearson correlation analysis revealed a strong positive and

statistically significant linear association between directive supervisory orientation and teachers’ IPCRF ratings

(r = 0.602, p < 0.05). This indicates that higher levels of directive supervisory orientation are associated with

higher IPCRF ratings.

A weak positive but statistically significant linear association was found between collaborative supervisory

orientation and teachers’ IPCRF ratings (r = 0.297, p < 0.05), suggesting that higher levels of collaborative

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supervisory orientation are associated with slightly higher IPCRF ratings.

Similarly, transformational supervisory orientation showed a weak positive and statistically significant linear

association with teachers’ IPCRF ratings (r = 0.399, p < 0.05), implying that higher levels of transformational

supervisory orientation tend to be associated with higher IPCRF ratings.

In the same way, nondirective supervisory orientation exhibited a weak positive and statistically significant

linear association with teachers’ IPCRF ratings (r = 0.308, p < 0.05), indicating that higher levels of

nondirective supervisory orientation are associated with slightly higher IPCRF ratings.

To determine whether supervisory behavior orientations are significantly correlated with teachers’ IPCRF

ratings, the following hypotheses were tested:

H₀: ρ = 0

H₁: ρ ≠ 0

The null hypothesis (H₀) states that there is no significant linear association between supervisory behavior

orientations and teachers’ IPCRF ratings.

The alternative hypothesis (H₁) states that there is a significant linear association between supervisory behavior

orientations and teachers’ IPCRF ratings.

The hypotheses were tested at the 0.05 level of significance (α = 0.05). Based on the Pearson correlation

results, the null hypothesis stating that there is no significant linear association between supervisory behavior

orientations and teachers’ IPCRF ratings is rejected.

The findings revealed that directive, collaborative, transformational, and nondirective supervisory orientations

are each significantly correlated with teachers’ IPCRF ratings at the 0.05 level of significance.

Multiple Regression Analysis

Multiple regression analysis examines how several independent variables jointly explain variation in a

dependent variable. In this study, multiple regression was used to determine whether different supervisory

behavior orientations significantly predict teachers’ instructional performance as reflected in their IPCRF

ratings.

In this study:

Dependent Variable (Y):

Y = IPCRF Rating

Independent Variables (Predictors):

X₁ = Directive Orientation

X₂ = Collaborative Orientation

X₃ = Transformational Orientation

X₄ = Nondirective Orientation

Regression analysis determines the following:

1. Which supervisory orientations significantly predict teachers’ IPCRF ratings.

2. The strength and direction of each predictor.

3. The proportion of variation in IPCRF ratings explained by the predictors.

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The Regression Model

The multiple regression model used in the study is expressed as:

Y = β₀ + β₁X₁ + β₂X₂ + β₃X₃ + β₄X₄ + ε

Where:

Y = dependent variable

X₁, X₂, X₃, X₄ = predictor variables

β₀ = intercept

β₁, β₂, β₃, β₄ = regression coefficients

ε = random error term

In this study:

Y = IPCRF rating

X₁ = Directive supervisory orientation

X₂ = Collaborative supervisory orientation

X₃ = Transformational supervisory orientation

X₄ = Nondirective supervisory orientation

Model in Terms of the Study Variables

Using the variables in the dataset, the regression model can be expressed as:

**IPCRF = β₀ + β₁ (Directive Orientation)

•

β₂ (Collaborative Orientation)

β₃ (Transformational Orientation)

β₄ (Nondirective Orientation) + ε**

Hypotheses for Multiple Regression

To determine whether supervisory behavior orientations significantly predict teachers’ instructional

performance as measured by their IPCRF ratings, the following hypotheses were tested:

H₀: β₁ = β₂ = β₃ = β₄ = 0

H₁: At least one βᵢ ≠ 0

The null hypothesis (H₀) states that supervisory behavior orientations do not significantly predict teachers’

instructional performance as measured by their IPCRF ratings.

The alternative hypothesis (H₁) states that at least one supervisory behavior orientation significantly predicts

teachers’ instructional performance. The hypotheses were tested at the 0.05 level of significance (α = 0.05).

Multiple regression analysis was conducted to determine whether supervisory behavior orientations

significantly predict teachers’ instructional performance as measured by their IPCRF ratings.

The predictors included directive orientation (X₁), collaborative orientation (X₂), transformational orientation

(X₃), and nondirective orientation (X₄), while the dependent variable was the IPCRF rating (Y).

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Table 4. Multiple Regression Analysis Predicting Teachers’ IPCRF Ratings

Predictor

Intercept

Directive Orientation

Collaborative Orientation

Transformational Orientation

Nondirective Orientation

B Coefficient

4.225

0.225

-0.267

0.158

Std. Error

0.144

0.041

0.072

0.082

t-value

29.335

5.521

-3.715

1.930

p-value

< 0.001

0.06067

0.77902

-0.013

0.045

-0.282

The multiple regression analysis was conducted to determine whether supervisory behavior orientations

significantly predict teachers’ instructional performance as measured by their IPCRF ratings. The predictors

included directive orientation, collaborative orientation, transformational orientation, and nondirective

orientation.

The estimated regression equation derived from the analysis is:

**IPCRF = 4.225 + 0.225 (Directive Orientation)

− 0.267 (Collaborative Orientation)

0.158 (Transformational Orientation)

− 0.013 (Nondirective Orientation) **

The regression coefficients represent the expected change in teachers’ IPCRF ratings for a one-unit increase in

each supervisory behavior orientation, holding the other predictors constant.

Directive supervisory orientation was found to have a positive and statistically significant effect on teachers’

IPCRF ratings (B = 0.225, p < 0.05). This indicates that an increase of one unit in directive supervisory

orientation is associated with an increase of approximately 0.225 units in teachers’ IPCRF ratings, holding the

other supervisory orientations constant.

Collaborative supervisory orientation also exhibited a statistically significant relationship with teachers’ IPCRF

ratings (B = −0.267, p < 0.05). The negative coefficient indicates that, after controlling for the other

supervisory orientations, higher levels of collaborative orientation are associated with lower IPCRF ratings.

In contrast, transformational supervisory orientation did not significantly predict teachers’ IPCRF ratings (B =

0.158, p > 0.05). Although the coefficient suggests a positive relationship, the effect was not statistically

significant at the 0.05 level of significance.

Similarly, nondirective supervisory orientation was not found to be a significant predictor of teachers’ IPCRF

ratings (B = −0.013, p > 0.05). This indicates that variations in nondirective orientation do not significantly

influence teachers’ instructional performance when the other supervisory orientations are considered.

Based on the regression results, the null hypothesis stating that supervisory behavior orientations do not

significantly predict teachers’ IPCRF ratings is rejected. The analysis indicates that supervisory behavior

orientations collectively predict teachers’ instructional performance, with directive and collaborative

orientations emerging as statistically significant predictors.

Overall, the findings suggest that supervisory behavior orientations have varying effects on teachers’

instructional performance in large-type high schools. Directive orientation significantly and positively predicts

teachers’ IPCRF ratings, while collaborative orientation shows a statistically significant negative partial

association with instructional performance. In contrast, transformational and nondirective orientations were not

found to significantly predict teachers’ IPCRF ratings when the other supervisory orientations were considered

in the model.

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The strong correlation and predictive influence of directive confirm the complementary nature of this approach.

Directive supervision provides clear expectations and feedback. These findings reinforce the conclusions of

Rahman and Khalid (2024) and Huang et al. (2024), who reported that effective leadership merges clear

direction with inspiration to sustain teacher productivity and innovation.

The results also reflect the Instructional Leadership Theory proposed by Hallinger (2011), which emphasizes

that supervision combining clarity, collaboration, and professional support leads to improved instructional

performance. Locally, De Guzman and David (2024) and Ramos and Pineda (2023) observed that teachers

under supervisors who apply directive and transformational practices demonstrate higher motivation and

instructional competence.

In large-type schools like ESNCHS, such leadership balance is particularly important. Given the size and

diversity of the teaching staff, supervisors must employ directive clarity to ensure consistency. The findings

thus emphasize the necessity of adaptive supervisory practices that integrate structure with empathy and

empowerment.

The findings of the study suggest that directive supervisory orientation, which demonstrated the strongest

positive relationship with teachers’ instructional performance, should be strengthened as a key supervisory

practice. This indicates that clear guidance, structured supervision, and explicit instructional support from

school heads may significantly contribute to improving teachers’ performance as reflected in their IPCRF

ratings. Moreover, transformational supervisory orientation, which also showed a significant positive

relationship with instructional performance, should likewise be reinforced because of its role in motivating

teachers, encouraging professional growth, and fostering innovation in instructional practices.

Although collaborative and nondirective supervisory orientations exhibited relatively weaker correlations with

teachers’ IPCRF ratings, they remain important supervisory approaches that support teacher autonomy,

professional reflection, and shared accountability in the school environment. Encouraging these supervisory

behaviors can help create a more participatory and supportive school culture that enhances teachers’

engagement and professional development.

Therefore, supervisory training programs for school leaders should aim to develop the capacity to strategically

integrate multiple supervisory orientations, enabling them to adapt their supervisory approaches according to

the needs of teachers and the demands of the instructional context. Future research may also consider

incorporating additional variables such as teachers’ years of experience, workload, and school climate, which

may further explain variations in instructional performance and provide a more comprehensive understanding

of supervisory effectiveness across different educational settings.

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter summarizes the nature, the procedures, and the findings of the study. It further presents relevant

conclusion and recommendations.

Summary

This study examined the relationship and predictive influence of supervisory behavior orientations on teachers’

instructional performance, as reflected in their Individual Performance Commitment and Review Form

(IPCRF) ratings. The study was conducted at Eastern Samar National Comprehensive High School (ESNCHS),

the only large-type secondary school in the Division of Borongan City. The respondents consisted of 45

teachers from the Science, Mathematics, and STEM departments.

A descriptive-correlational research design was employed to determine the supervisory behavior orientations

demonstrated by school heads, the level of teachers’ instructional performance, and the relationship and

predictive influence between these variables. Data were analyzed using descriptive statistics, Pearson

correlation analysis, and multiple regression analysis.

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The first research question sought to determine the supervisory behavior orientations demonstrated by school

heads as perceived by teachers. The results revealed that supervisory behavior orientations were practiced at a

high level. Transformational supervisory orientation obtained the highest mean score, followed by

collaborative and nondirective orientations, all interpreted as “Always.” Meanwhile, directive supervisory

orientation obtained a slightly lower mean score but was still interpreted as “Often.” These findings suggest

that school heads frequently demonstrate supervisory behaviors that encourage motivation, collaboration, and

teacher autonomy while still providing structured guidance when necessary.

The second research question aimed to determine the level of teachers’ instructional performance based on

their IPCRF ratings. The results showed that teachers obtained a mean IPCRF rating of 4.614, which

corresponds to the interpretation “Outstanding.” This finding indicates that teachers in the school demonstrate a

very high level of instructional performance. Furthermore, the relatively small standard deviation suggests that

teachers’ performance ratings are highly consistent, indicating minimal variation in instructional performance

among the respondents.

The third research question examined the relationship between supervisory behavior orientations and teachers’

IPCRF ratings. The Pearson correlation analysis revealed that all supervisory orientations—directive,

collaborative, transformational, and nondirective—were significantly correlated with teachers’ instructional

performance at the 0.05 level of significance. Among the four orientations, directive supervisory orientation

showed the strongest positive relationship with teachers’ IPCRF ratings, while collaborative, transformational,

and nondirective orientations exhibited weak but statistically significant positive relationships. These findings

suggest that supervisory practices are associated with teachers’ level of instructional performance.

The fourth research question determined whether supervisory behavior orientations significantly predict

teachers’ instructional performance. The multiple regression analysis revealed that directive supervisory

orientation positively and significantly predicts teachers’ IPCRF ratings, indicating that structured guidance

and supervision from school heads contribute to improved instructional performance. Collaborative

supervisory orientation was also found to be a statistically significant predictor, although it showed a negative

partial coefficient when the other supervisory orientations were controlled. In contrast, transformational and

nondirective supervisory orientations were not found to significantly predict teachers’ IPCRF ratings in the

regression model. These findings indicate that while supervisory orientations are generally associated with

instructional performance, their predictive influence varies when analyzed simultaneously.

Conclusion

Based on the findings of the study, the following conclusions were drawn:

1. School heads in large-type high schools demonstrate supervisory behavior orientations at a high level,

particularly transformational, collaborative, and nondirective orientations.

2. Teachers in the school exhibit an outstanding level of instructional performance, as reflected in their

IPCRF ratings.

3. Supervisory behavior orientations are significantly associated with teachers’ instructional performance,

indicating that effective supervision contributes to improved teaching outcomes.

4. Directive supervisory orientation is the strongest predictor of teachers’ instructional performance,

suggesting that clear guidance, structured supervision, and direct instructional support from school

heads play an important role in enhancing teacher performance.

5. Collaborative supervisory orientation also significantly predicts instructional performance, although its

partial regression coefficient indicates a negative relationship when other supervisory orientations are

considered simultaneously.

6. Transformational and nondirective supervisory orientations do not significantly predict teachers’

instructional performance in the regression model, suggesting that their influence may operate

indirectly or in combination with other supervisory practices.

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Recommendations

Considering the conclusions drawn, the following recommendations are proposed:

1. School heads should strengthen directive supervisory practices that provide clear instructional

guidance, feedback, and structured support to teachers in order to enhance instructional performance.

2. Supervisors should continue to promote collaborative supervisory practices, such as shared decision-

making and professional dialogue, while ensuring that these practices are balanced with effective

instructional monitoring.

3. Educational leaders and administrators should provide professional development programs that enhance

school heads’ competencies in applying different supervisory orientations appropriately depending on

teachers’ needs and instructional contexts.

4. Teachers should actively engage in supervisory processes, including feedback sessions, instructional

coaching, and collaborative professional learning activities that can further enhance their teaching

effectiveness.

5. Future researchers may include additional variables such as teachers’ years of experience, workload,

school climate, leadership style, and professional development opportunities in order to further explore

the factors that influence teachers’ instructional performance.

6. Similar studies may also be conducted in other schools or divisions with larger sample sizes to validate

and expand the findings of this study.

PROPOSED UTILIZATION/DISSEMINATION ACTIVITIES EMANATING FROM

RESULTS OF THE STUDY

Potential

Adopters

Objective

Strategies

Responsible

Persons

Expected

Output

Proof

Utilization

of Monitoring

/

Beneficiaries

1. To disseminate

the results of the

Enhanced

awareness of

effective

supervisory

practices

Conduct a school- Researcher, ESNCHS

Attendance

sheet,

presentation

materials

Post-

presentation

feedback and

based

presentation School Head teachers

discussion of

and

study

to

school

and

administrators

administrators and

teachers

research findings

evaluation form

2.

To

integrate Conduct

a School

Head,

Department teachers,

School heads, Strengthened Workshop

master supervision program,

and aligned with evaluation

Classroom

observation

reports

reflecting

improved

supervision

effective

supervisory

behavior

orientations

existing supervision transformational

supervisory

enhancement

workshop

focusing Heads

and

subject

coordinators

research

findings

reports

into on

directive

approaches

practices

3. To

teachers to apply

insights from the

encourage

Sharing

practices

Learning Action Cell Teacher

of

best Department ESNCHS

Improved

LAC minutes, IPCRF

ratings

plans, and monitoring

reports

through Heads,

teaching staff instructional action

strategies and reflection

study

in

their

(LAC) sessions

Leaders

teacher

papers

instructional

practices

performance

4.

To

promote Incorporate findings Principal,

School

management

Inclusion

data-driven

supervisory

policies

of Revised

meeting

SIP, Annual

performance

review

school

research-based

decision-making

among

into

the

School Research

Improvement

(SIP)

Plan Coordinator team

and

minutes

administrators

performance reviews

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5. To share study Present the study in Researcher

DepEd Eastern Wider

Certificate

of Follow-up

policy

on

or

results

with

the division or regional

Samar

dissemination presentation,

wider

community

academic research conferences

Division

researchers

and educators

of findings

conference

proceedings

program

adoption

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APPENDIXES

Appendix A: Letter of Request to the Principal

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Appendix B: Survey Questionnaire

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Appendix C: Content Validity Checklist

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Appendix D: Informed Consent Form

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Appendix E: Conduct of Orientation and the Survey Questionnaire Answering

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ACKNOWLEDGEMENT

The researcher extends heartfelt gratitude to the Almighty, the guiding force behind every endeavor and the

source of unwavering strength. With most profound appreciation, the researcher acknowledges the invaluable

support and contributions of numerous individuals who have played pivotal roles in realizing this thesis.

First and foremost, gratitude is extended to Dr. Helen C. Fuentes, whose unwavering commitment and

guidance as the research adviser have been instrumental throughout this journey. Her expertise and willingness

to help at any time have been truly enlightening, contributing significantly to the completion of this research,

including the statistical analysis.

The researcher acknowledges Dr. Hazel B. Meneses, Principal of ESNCHS, for granting permission to

conduct the study within the school premises, and Dean Ernest Paul R. Hermano, Assistant Principal, for his

unwavering support throughout the research process.

Heartfelt appreciation is extended to all my colleagues, subject group head, and department heads in ESNCHS,

particularly the STEM and Science Department, for their assistance in data gathering and continuous

inspiration.

The researcher acknowledges the unconditional love and support of family and loved ones, especially to my

Mama and Papa, Merlie A. Cañete, and Edwin M. Cañete, for their unwavering care and encouragement

throughout this endeavor.

Their collective support and encouragement have been indispensable, and the researcher is deeply grateful for

their unwavering belief in pursuing academic excellence. Their contributions have undoubtedly enriched the

journey towards the fulfillment of this academic milestone.

The Researcher

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