School Heads’ Supervisory Management Skills and Teachers’ Self-Efficacy: A Correlational Study

Abstract

This study determined the relationship between school heads’ supervisory management skills and teachers’ self-efficacy in Vinzon’s District, Schools Division Office of Camarines Norte. It examined teachers’ perceptions of school heads’ leadership, their own self-efficacy, challenges faced, and proposed an intervention to enhance instructional confidence. Using a descriptive-correlational design, all public elementary school teachers in the district participated. Data were collected through validated surveys and analyzed using descriptive statistics, weighted mean, and correlation. Findings showed that school heads’ supervisory skills were perceived as very high across all areas, reflecting effective leadership and support. Teachers also reported high self-efficacy in instructional practices, classroom management, assessment, and professional engagement, though confidence in addressing learner diversity was slightly lower. A significant positive relationship between school heads’ skills and teachers’ self-efficacy indicates that strong leadership enhances teacher confidence and competence. Teachers reported challenges related to limited professional development, high workload, insufficient support for diverse learners, and weak community engagement. To address these, the study proposed the intervention “Efficacy Unleashed: School Heads as Architects of Inclusive Instructional Confidence,” aimed at strengthening school leadership and teacher development. Recommendations include continuous leadership training for school heads, professional learning for teachers, structured mentoring, workload management, and implementation of the proposed intervention. Future studies may explore these dynamics in other contexts using qualitative or mixed-method approaches.