Exploring the impact of school heads’ supervisory skills on teacher self-efficacy: A mixed-methods study
Rey Anthony E. Esllera & Elmer C. Escala
Abstract
This study utilized an explanatory sequential research design to explore the relationship between school heads' supervisory skills and public school teachers' self-efficacy in one of the districts in Laguna, Philippines. It investigated how the supervision skills of school administrators impact teachers' self-efficacy using adopted survey questionnaires. The study utilized a non-probability quota sampling with a total respondent of 141 teachers while data were analyzed using Spearman rank rho. On the other hand, eight teachers were interviewed to explain the quantitative results. The study's findings revealed that feedback provision had no significant relationship with teacher self-efficacy. However, several variables, such as instructional leadership, communication, support mechanisms, and fostering a positive work environment, were positively correlated with self-efficacy. These results highlighted the importance of effective leadership practices in enhancing teacher self-efficacy, which may uplift the country's education quality. While this study provides valuable insights into the relationship between school heads' supervisory skills and teacher self-efficacy, its findings may be limited in generalizability due to the specific context of the district. Thus, further research is needed to enhance the generalizability and robustness of the findings. It is recommended to increase the sample size by including more teachers from diverse regions, making the findings more applicable to a broader range of educational contexts.
Keywords
teacher self-efficacy, supervisory skills, role of supervisor, leadership role in education
Author information & Contribution
Rey Anthony E. Esllera. Corresponding author. MAEd, Teacher I, Dayap National Integrated High School, Philippines. Email: esllera.rey21@gmail.com
Elmer C. Escala. PhD. EdD. Professor, Pamantasan ng Lungsod ng San Pablo. Head Teacher I, Col. Lauro D. Dizon Memorial Integrated High school, Philippines.
Disclosure statement
Funding
Institutional Review Board Statement
AI Declaration
Notes
Acknowledgement
References
Ampofo, S. Y., Onyango, G. A., & Ogola, M. (2019). Influence of school heads’ direct supervision on teacher role performance in public senior high schools, Central Region, Ghana. IAFOR Journal of Education, 7(2), 9–26. https://doi.org/10.22492/ije.7.2.01
Aquino, C. J. C., Afalla, B. T., & Fabelico, F. L. (2021). Managing educational institutions: School heads’ leadership practices and teachers’ performance. International Journal of Evaluation and Research in Education (IJERE), 10(4), 1325–1333. https://doi.org/10.11591/ijere.v10i4.21518
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. Longman Publishing Group.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Beiter, B. (2021). The implications of modern mentorship in building self-efficacy and succession potential for millennial school leaders. Robert Morris University.
Cooray, P. S. (2023). School Culture and Leadership. ResearchGate. https://www.researchgate.net/publication/371639793_SCHOOL_CULTURE_AND_LEADERSHIP
Culduz, M. (2024). The impact of educational leadership in improving the learning experience. Promoting Crisis Management and Creative Problem-Solving Skills in Educational Leadership, 68-189. https://doi.org/10.4018/978-1-6684-8332-9.ch008
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
de la Fuente, J., Martínez-Vicente, J.M., Santos, F.H., Sander, P., Fadda, S., Karagiannopoulou, A., Boruchovitch, E. & Kauffman, D.F. (2022). Advances on self-regulation models: A new research agenda through the sr vs er behavior theory in different psychology contexts. Front Psychol, 15(13), 861493. https://doi.org/10.3389/fpsyg.2023.1166478
Dickson, J. (2023). Reflective supervision: An untapped resource for school leaders. https://www.linkedin.com/pulse/reflective-supervision-untapped-resource?trk=public_post_main-feed-card_feed-article-content
Encanto, C.M. (2021). Supervisory Functions of School Heads and Barriers in Developing Teachers’ Performance. IOER International Multidisciplinary Research Journal, 3(4), 65–72.
Flushman, T., Guise, M., & Hegg, S. (2021). Partnership to support the social and emotional learning of teachers: A new teacher learning community. Teacher Education Quarterly, 48(3), 80–105. https://www.jstor.org/stable/27094743
Gallagher T. & Smith A. (2000). The effects of the Selective System of Secondary Education in Northern Ireland. https://www.researchgate.net/publication/242644927_The_Effects_Of_The_Selective_System_Of_Secondary_Education_In_Northern_Ireland
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
Gonzales, S.M. & Villacruel, P.D. (2024). Exploring students’ experiences in the dynamic learning program model. International Journal of Educational Management and Development Studies, 5 (2), 1-26. https://doi.org/10.53378/353051
Gougas, V., & Malinova, L. (2021). School leadership models and tools: A Review. Open Journal of Social Sciences, 09(01), 120–139. https://doi.org/10.4236/jss.2021.91009
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Henderson H. & Truman S. (2024). Development programs in enhancing educational leaders’ skills and performance. Assessing the Effectiveness of Leadership. https://www.cityuniversity.ca/assessing-the-effectiveness-of-leadership-development-programs-in-enhancing-educational-leaders-skills-and-performance/
Henson, R. K. (2001). Teacher self-efficacy: Substantive implications and measurement dilemmas. British Journal of Educational Psychology, 71(3), 435-446.
Hidayat, D., Pangaribuan, C. H., Putra, O. P. B., & Taufiq, F. J. (2021). Expanding the technology acceptance model with the inclusion of trust and mobility to assess e-wallet user behavior: Evidence from OVO consumers in Indonesia. IOP Conference Series. Earth and Environmental Science, 729(1), 012050. https://doi.org/10.1088/1755-1315/729/1/012050
Hoy, A. W. (2022). Gaining efficacy with experience: From teacher education to classroom practice. Routledge. https://doi.org/10.4324/9781138609877-REE19-1
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356. https://doi.org/10.1016/j.tate.2005.01.007
Inayat, A., & Ali, A. Z. (2020). Influence of teaching style on students’ engagement, curiosity and exploration in the classroom. Journal of Education and Education Development, 7(1), 87-102. https://eric.ed.gov/?id=EJ1259918
Khumalo, J. B., & Van Der Vyver, C. (2020). Critical skills for deputy principals in South African secondary schools. South African Journal of Education, 40(3), 1–10. https://doi.org/10.15700/saje.v40n3a1836
Lazarides, R., & Warner, L. M. (2020). Teacher self-efficacy. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.890
Mansueto, D., Kilag, O. K., Andrin, G., Guiñeta, R., Ford, L. J., & Tiu, J. (2024). Leadership impact on literacy: principals, synergistic partnerships, and progressive pathways for school improvement. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(2), 50-56.
Mireles-Rios, R. (2019). Teacher evaluations and contextualized self-efficacy: Classroom management, instructional strategies and student. Journal of School Administration Research and Development, 4(1), 6-17. https://files.eric.ed.gov/fulltext/EJ1228613.pdf
Madiistriyatno, H., & Sofianto, S. (2021). Effect of supervision and discipline on improving employee work effectiveness at kebayoran baru tax service office. Eduvest – Journal of Universal Studies, 1(6), 521–526. https://doi.org/10.59188/eduvest.v1i6.91
McBrayer, JS., Akins, C., Gutierrez De Blume, A., Cleveland, R., & Pannell, S. (2020). Instructional leadership practices and school leaders’ self-efficacy. School Leadership Review, 4785659(1). https://files.eric.ed.gov/fulltext/EJ1283510.pdf
Mulford, B. (2003). School leaders: Challenging roles and impact on teacher and school effectiveness. OECD Commissioned Paper. https://www.oecd.org/education/school/37133393.pdf
Ng, D. T. K., Lee, M., Tan, R. J. Y., Hu, X., Downie, J. S., & Chu, S. K. W. (2023). A review of AI teaching and learning from 2000 to 2020. Education and Information Technologies, 28(7), 8445-8501. https://doi.org/10.1007/s10639-022-11491-w
Oyewole, B.K. & Alonge, H.O. (2013). Principals’ instructional supervisory role performance and teachers’ motivation in Ekiti Central Senatorial District of Ekiti State, Nigeria. Journal of Educational and Social Research, 3(2), 295.
Pannell, S., White, L., & McBrayer, J. S. (2018). A comparison of principal self-efficacy and assessment ratings by certified staff: Using multi-rater feedback as part of a state-wide principal evaluation system. School Leadership Review, 13(1), 59–70. https://eric.ed.gov/?id=EJ1269880
Sarong, J.J. (2024). Fostering collaboration and team effectiveness in educational leadership: Strategies for building high-performing teams and networks. Randwick International of Education and Linguistics Science Journal. 5. 727-743. https://doi.org/10.47175/rielsj.v5i2.10-5
Schwabsky, N., Erdogan, U., & Tschannen-Moran, M. (2019). Predicting school innovation. Journal of Educational Administration, 58(2), 246–262. https://doi.org/10.1108/jea-02-2019-0029
Smith, R., et al. (2022). Sharing best practices among educational leaders. International Journal of Leadership Development, 37(1), 56-71.
Stronge, J. H., & Xu, X. (2021). Qualities of effective principals. ASCD.
Sumapal, S. & Haramain, J. (2023). Descriptive study on the instructional supervision practices of Bangsamoro school heads: Evaluating their impact on educational improvement. World Journal of Advanced Research and Reviews, 18(3), 1518–1532. https://doi.org/10.30574/wjarr.2023.18.3.1251
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783-805.
Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27(4), 751–761. https://doi.org/10.1016/j.tate.2010.12.005
Villanueva, A. A., Disu, S. S., & Villanueva, K. F. P. A. (2021). Assessing the school heads leadership in the towns of Nueva Ecija, Philippines: Inter-relationship of supervisory skills, interpersonal skills and leadership skills. Open Access Library Journal, 8(11), 1-15. https://doi.org/10.4236/oalib.1108088
Worth, J., & Van den Brande, J. (2020). Teacher autonomy: How does it relate to job satisfaction and retention? In ERIC. National Foundation for Educational Research. https://eric.ed.gov/?id=ED604418
Zhang, X., Admiraal, W., & Saab, N. (2021). Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. JET. Journal of Education for Teaching/Journal of Education For Teaching, 47(5), 714–731. https://doi.org/10.1080/02607476.2021.1942804
Cite this article:
Esllera, R.A.E. & Escala, E.C. (2024). Exploring the impact of school heads' supervisory skills on teacher self-efficacy: A mixed-methods study. International Journal of Educational Management and Development Studies, 5(3), 50-73. https://doi.org/10.53378/ijemds.353086
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
Find this article in:
Most read articles
- Social media usage and the academic performance of Filipino junior high school students
- Exploring the factors influencing commuters’ satisfaction and the use of public utility buses in Quezon City, Philippines
- A narrative exploration of romantic experiences and ideal relationship standards among Filipino Gen Z
- Students’ exposure to social media and their radical involvement on the societal issues in the Philippines
- ChatGPT integration significantly boosts personalized learning outcomes: A Philippine study
- Tiktok made me book it: The impact of Tiktok on tourism destination selection of generation Z and millennials in Manila
- Senior high school students’ awareness and literacy on computer software applications
- Self-perception of ABM students towards their academic, social and emotional college preparedness
- Enhancing financial literacy among Pantawid Pamilyang Pilipino Program beneficiaries
- Emotional intelligence and leadership efficacy of university student leaders