SUPERVISORY SKILLS AND GOVERNANCE IN

PUBLIC SECONDARY SCHOOLS IN THE DIVISIONS

OF PUERTO PRINCESA CITY AND PALAWAN

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 1095-1103
Document ID: 2023PEMJ930
DOI: 10.5281/zenodo.8172050
Manuscript Accepted: 2023-19-7
Psych Educ, 2023, 10: 1095-1103, Document ID:2023 PEMJ930, doi:10.5281/zenodo.8172050, ISSN 2822-4353
Research Article

Supervisory Skills and Governance in Public Secondary Schools in the

Divisions of Puerto Princesa City and Palawan
Lorna A. Quiatzon*, David R. Perez
For affiliations and correspondence, see the last page.
Abstract
This study focused on the assessment of supervisory skills and governance of Public Secondary
school heads in the Division of Puerto Princesa City and Palawan. Data shows that most of the
teachers are female, ages are in the middle age, married, and serving for more than ten years in
public schools with a master’s degree. The respondents also came from different schools with
different numbers of student’s population. The result shows that both teachers and school heads
demonstrate High Levels of Supervisory Skill and Governance, as implementers of change, the
school heads also demonstrate a High Level of change management practices in Instruction and a
High Level of Empowerment in developing a vision, education, and curriculum, managing teachers,
monitoring students’ development, and safeguarding an academic climate. There are also some
challenges witnessed by the teacher respondents in exercising the change management practices.
Despite challenges, the school heads possess a high level of supervisory skills. Based on the result no
significant relationship existed between the supervisory skills and governance of the school heads.

Keywords: supervisory skills, governance, secondary school heads

Introduction performance skills to inspire others and display

professional qualities that show discipline, dignity, and
love for work and develop teachers and leaders who
Change always occurs; to manage the change process, can lead others in achieving their goals, mission,
principals who are leading it must be aware of the vision with the school directions and initiatives, to
dynamics of change in the context of their school and increase achievement, school heads should focus on
know how to collaborate closely with teams and the developing and implementing best practices that will
community. Effective change leadership recognizes help teachers use methodologies, approaches, and
and address stakeholders' concern as a crucial step in strategies as well as set academic goals that will create
reaching the goals of the new strategy, which are a safe and motivating environment for students.
altered practices and improved student outcomes. Guerrero said they should also begin by using their
supervisory skills and demonstrating a significant
Today's educational settings place importance on
performance level.The researchers explore a more in-
school heads; the transformation process can aid or be
depth investigation into the supervisory skills and
hindered by a principal's action, including how they
governance among school heads of public schools in
directly supervise, conduct training and professional
the Division of Palawan and Puerto Princesa City.
development programs in schools, communicate, and
gather resources for the teaching-learning process.
Research Objectives
Principals have a crucial role in educational changes.
Their Supervisory Skills and Change Management
1. Determine the level of supervisory skills and
Practices will benefit all learners and foster
governance of the school heads as assessed by
administrative staff by providing the right direction
themselves and their teachers in terms of:
and instruction that sharpens executive staff's insight.
1.1 Planning, Organizing, Leading, Time
(Fink & Resnick, 2013).
Management Monitoring, Evaluating learning
School heads should concentrate on planning and outcomes, communication, leadership, adaptability,
implementing the best practices to develop a program conflict resolution, teamwork, interpersonal skills.
for instructional improvement in curriculum and 1.2 Curriculum and Instruction Supervision,
instruction, help teachers use methodologies, 1.3 Organization and Professional Development,
approaches, and strategies, and can set the academic 1.4 Resources and Facilities Management; and
goal to create a safe and motivating student 1.5 School Community Linkages and Public
environment. Moreover, using their Supervisory skills, Relations.
the school head must show a critical level of 2. Analyze the significant relationship between the

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Research Article

GoogleThe statistical tools used to analyze and

assessment of the teachers in the school heads interpret data were as follows. The weighted mean
themselves on the supervisory skills of the school method was used to m easu re su p erv iso ry
heads. and governance competencies and change
management practices.Pearson R was used to
determine the association between the observations of
Methodology the teachers and the school heads.

The researchers used the quantitative method using the Results ans Discussion
survey questionnaires that discussed the level of
supervisory skills and governance among school heads
in the DepEd Division Puerto Princesa and the Level of Supervisory Skills and Governance of the
Division of Palawan. This study determined the School Heads as assessed by themselves and their
correlations of the identified variables and the teachers in terms of Planning, Organizing, Leading,
relationship between the assessment of the teacher Monitoring, and Evaluating Learning Outcomes.
respondents in their school heads and the assessment
of the school heads themselves on the supervisory Table 1 presents the level of supervisory skills and
skills and governance. The respondents were fully governance of the school heads as assessed by
pledged school heads, teachers-in-charge, and their themselves and their teachers in terms of planning,
teacher-respondents in the different schools in Public organizing, leading, monitoring, and evaluating
Secondary Schools in the Division of Puerto Princesa learning outcomes. As school heads assessed
City and Palawan themselves, the statement of setting high social and
academic expectations also builds high performance of
The study population was the 60 Public Secondary teachers with the mean of 4.57% described as Advance
School Heads including the Teacher In-Charge and Level and the statement about leading and managing
217 Public Secondary Teachers from the Division of the teaching and learning outcomes that align with the
Puerto Princesa City and Palawan. The stratified mission, vision, and core values of DepEd also got
random sampling technique sampling was used to get a Advance Level or 4.53% while the lowest mean got
well-represented sample of school heads respondents 4.42% under the statement of institutionalize
and teachers in the three districts of mainland Palawan integration of career progression and opportunities into
and the fishbowl technique for to determine the sample the school curriculum and all other learning
size. Purposive sampling was used to choose the experiences.
school head respondents, considering the following
criteria: School heads or Teacher In-charge in the The teacher respondents got 4.35% described as High
Division of Palawan and Puerto Princesa City. The Level on statement 2,4,5 which indicates the high
population of public secondary school heads and supervision of the school heads to them while the
teachers was requested from the Planning Office of the lowest mean score of 4.24% described as High Level
Department of Education, Division of Palawan, and on statement 7 which is exhibit best practice in
Division of Puerto Princesa City. providing technical assistance to teachers.The overall
mean of school heads with 4.50 described as High
The 300 total population of the public secondary Level while teacher respondents got 4.32 High Level
school heads including the Teacher In-charge and the with a total overall mean of 4.41 described as High
teacher-respondents in the Division of Palawan and in LevelsThe result implies that the teacher respondents
the Division of Puerto Princesa City however only 277 witness the High Level of performance of their school
respondents participated in the study.To achieve the heads in utilizing organizational resources efficiently
highest level of participation from public secondary in terms of supervisory skills and governance,
school heads and teacher-respondents, the researchers particularly in planning, organizing, monitoring, and
asked permission from the Superintendent of the evaluating learning outcomes. The data revealed that
Schools Division and the President of the National the school heads demonstrated exceptional skills and
Association for Public Secondary School Heads to effectiveness in exercising their supervisory skills and
disseminate the questionnaire.The researchers used the governance in the educational system.Furthermore,
Google form for some school heads, teacher-in-charge, utilizing organizational resources efficiently through
and teachers who want to answer using links in planning, organizing, leading, and monitoring
leadership activities is necessary to achieve reliable

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Research Article

performance. The principal's responsibility as a learning outcomes got a mean of 4.58 % which is also
learning leader is to supervise, evaluate, and guide Advanced Level, and a statement which promotes
their educators' knowledge and skills to enhance accountability, responsibility, and authority (AURA)
teaching and learning outcomes. within and beyond school management, the teacher
respondents assessment got 4.53% described as
Table 1.1. Level of Supervisory Skills and Governance Advance Level.
of the School Heads as assessed by themselves and
their teachers in terms of Planning, Organizing, The assessment of teacher respondents to their school
Leading, Time Management Monitoring, Evaluating head got 4.36 as High Level with the statement
implement effective learner discipline policies to
learning outcomes, communication, leadership,
support student’s growth and development, the second
adaptability, conflict resolution, teamwork,
and third higher mean is 4.31 described as High Level
interpersonal skills.
under the statement promotes accountability,
responsibility, and authority (AURA) within and
beyond school management and leadership in
collaboration in achieving higher learning outcomes
while the lowest mean of 4.26 described as High Level
was given by the teacher under statement number two
which is taking initiatives on the innovative use of
learning assessment tools and strategies. The overall
mean of teacher respondents got 4.25 described as
High Level. The school head got the average mean of
mean of 4.46 described as High Level while the
teachers got 4.25 described as High Level with an
overall mean of 4.36 described as High Level. It
implies that the teacher observed the High Level of
Supervisory Skills and Governance of their school
heads regarding Curriculum and Instruction. It also
implies that the school head has all the experience in
school curriculum implementation and development,
on the other hand, the school head must take initiative
in using learning assessments and strategies.

Level of supervisory skills and governance of the

school heads as assessed by themselves and their
teachers in terms of Organization and Professional
Development.

Table 1.2 presents the Level of supervisory skills and

Level of supervisory skills and governance of the governance of the school heads as assessed by
school heads as assessed by themselves and their themselves and their teachers in terms of Organization
teachers in terms of Curriculum and Instruction and Professional Development.
Supervision.
In terms of Organization and Professional
Table 1. 2 presents the level of supervisory skills and Development, Empower Individuals and Teams to
governance of the school heads as assessed by perform leadership roles and responsibilities got the
themselves and their teachers in terms of Curriculum highest mean consistently and effectively of 4.48
and Instruction. As per the school, heads assessed described as High Level, leading individuals and
themselves in terms of Curriculum and Development. Teams to perform leadership roles and responsibilities
Statement with regards to implementing effective and lead consistently and effectively got 4.45
learner discipline policies and child protection policies described as High Level and lead in organizing
to support student growth and development got 4.60% professional networks obtained the highest mean of
described as Advanced Level, followed by statement 4.45 described as High Level while the lowest mean of
eight which is lead in collaboration in achieving higher 4.30 described as High Level which serves as learning
resource to fellow school head.On the other hand,

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Research Article

teachers obtained a mean score of 4.33 described as a

High Level in the statement that their school heads
serve as learning resources to fellow school heads, The findings imply that the teacher respondents
second is 4.32 described as a High Level that leads believed that their school head has the High Level of
individuals and teams to perform leadership roles and Supervisory Skills and Governance in terms of
responsibilities, model exemplary leadership practices Organization and Professional Development because
consistently and effectively, third got 4.32 described the school heads possess management abilities,
as High Level, the fifth and sixth statement which got leadership roles, and responsibilities consistently and
the same mean score of 4.32 described as a High Level effectively. On the other hand, the school head needs
for model exemplary leadership practices consistently to ensure the career advancement of individual school
and effectively within and beyond the school context personnel and sustain and improve office governance.
and empower individuals and teams to perform
leadership roles and responsibilities consistently and Table 1.3. Level of supervisory skills and governance
effectively while the lowest mean of 4.26 described as of the school heads as assessed by themselves and
High Level in exhibiting exemplary practice in the their teachers in terms of Organization and
efficient and effective implementation of the Professional Development.
performance management system.School heads’
average mean of 4.40 described a High Level of
Supervisory and governance in terms of organization
and professional development, while teacher
respondents got 4.40 described as High Level. The
overall mean of 4.35 is described as High Level for
teachers and school head perception.

Table 1.2. Level of supervisory skills and governance

of the school heads as assessed by themselves and
their teachers in terms of Curriculum and Instruction
Supervision.

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Research Article

Table 1.4. Level of supervisory skills and governance

Level of supervisory skills and governance of the
of the school heads as assessed by themselves and their
school heads as assessed by themselves and
teachers in terms of Resources and Facilities
their teachers in terms of Resources and
Facilities Management. Management.

Table 1.4 presents the Level of supervisory skills and

governance of the school heads as assessed by
themselves and their teachers in terms of Resources
and Facilities Management. Statement number three
which is implementing and creating a checking
committee school heads got the highest mean of 4.60
described as Advanced Level, the second and third
statements under numbers five and six which got 4.58
described as Advance Level in terms of encouraging
personnel to sustain effective staff and maintain time
management and discipline in the school atmosphere.
The lowest score means of 4.43 is described as a High
Level based on the exhibit of best practices in
managing school data and information using
technology, including ICT, to ensure efficient and
effective school operations.

On the other hand, the teacher’s top three mean were

4.35 described as High Level in statement three,
implementing and creating a checking committee, the
second is maintaining time management and discipline
in the school atmosphere got 4.37 described as High
Level, third got 4.35 under 5-6 and 9-10 statement
while the lowest mean of 4.29 described as High-Level
fall under systematize process in managing school
facilities and equipment and create and implement a
check and balance to sustain efficient and effective
management of finances while adhering consistently to
policies, guidelines and issuances in allocation aligned
with the school plan.

School heads’ average mean is 4.52 described as

Advanced Level while teachers gave a rating of 4.34
described as High Level and the overall mean of 4.43
described as High Level.

The results imply that the teacher respondents have

their own perspectives that differ from their school
heads meaning the teacher might have limited
knowledge and information on the overall functioning
of how the school heads supervise the resources and
facilities management. The school head might neglect
the communication channels or feedback mechanisms
that allow teachers to express their concerns and
suggestions.

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Research Article

Table 1.5. Level of Supervisory Skills and Governance

of the School Heads as Assessed by Themselves and
their Teachers in terms of School-community linkages,
Level of Supervisory Skills and Governance of the
and Public Relations.
School Heads as Assessed by Themselves and their
Teachers in terms of School-community linkages,
and Public Relations.

Table 1.5 present the Level of Supervisory Skills and

Governance of the School Heads as Assessed by
Themselves and their Teachers in terms of School-
community linkages, and Public Relations.

The top three indicators which show the highest mean

score of school heads as assessed by themselves got
4.72 described as Advanced Level which is the support
school personnel in strengthening relationships with
authorities, colleagues, parents, and other stakeholders,
collaborating with others in responding to the issues
and concerns of the school with the mean of 4.65
described as Advanced Level and 4.63 describe as
Advanced Level which is support personnel in
strengthening relationship with authorities, colleagues,
parents, and other stakeholders to maintain an enabling
and supportive environment for learners. While the
lowest mean of 4.33 is described as a High-Level
institutionalized implementation of the scholar reward
system.

On the other hand, teacher respondents give a rating of

4.39 described as a High level in both statements one
and five which support school personnel in
strengthening relationships with authorities,
colleagues, parents, and other stakeholders,
collaborating with others in responding to the issues
and concerns of the school and involve the community
in sharing accountability for learners achievement, the
third is 4.37 described as high level in collaborating
with stakeholders and partners in responding the issues
and concerns of the school. The mean average of Summary Result of Supervisory Skills and
school heads got 4.55 described as Advanced Level Governance of the School Heads
while the teacher respondents got 4.32 with the overall
mean of 4.44 described as High Level.This implies Table 1.6 present the summary of Supervisory Skills
that in the school community, linkages, and public and Governance. The rating of school head score of
relations, the teacher perspective towards their school 4.50 described as a High Level for Supervisory Skills
heads has a little bit lower, this result shows that every and Governance regarding planning, organizing,
individual has their own perspective, especially leading, monitoring, and assessing teaching-learning
towards public relations. The school head must outcomes, while teachers have a slightly lower score
recognize the effort of the teacher and institutionalize of 4.32 described as a High Level.
the scholar rewards system for the teacher to become
more effective and continue to have a good In the curriculum and teaching the Supervisory Skills
relationships in the community. and Governance of School Heads scored 4.46
described as High Level while teacher respondents
score 4.25 described as High Level, Both School
Heads and assessment of teacher respondents in the

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Research Article

critical value of 0.741 for the testing of the significant

Supervisory Skills and Governance regarding relationship between school heads and teacher
organizational professional development, it received respondents’ assessments regarding supervisory skills
the ratings of 4.40 described as High Level and 4.30 as and governance of the school head revealed that there
described a high level of supervisory skills and is no significant difference in the relationship between
governance. This reveals that the teacher respondents the assessments of school heads and teachers’
oversee the performance of their school heads in terms respondents since the r-value is less than the critical
of professional development within the educational value, the null hypothesis is accepted.The result
environment. School Heads received a score of 4.52 implies that teachers strongly agreed with the
Advanced Level, indicating a high level of skill in enumerated skills of their school heads. This result
managing and utilizing resources, while teachers also shows that the school heads continue performing
assessed them with a slightly lower score of 4.34 their duties and responsibilities in the educational
described as the High Level of performance in terms system.This is also emphasized that school heads must
of resources and facilities management.Supervisory have a clear grasp of curriculum design, and they must
Skills and Governance regarding school community become equipped in these domains. Principals who
linkages and public relations shows that the school function as educational leaders also must be
heads themselves and teacher respondents got 4.55 knowledgeable about the curriculum, as well as be
described as advanced Level and 4.32 described as able to guarantee that academic staff can reach stated
High Level.Finally, the overall mean of school Heads education.
got 4.48 described as High Level while the teacher
respondents got 4.31 described as High Level, and the Table 2. Significant relationship between the
overall mean of 4.41 described as a High Level of assessment of the teachers and the school heads
supervisory skills and governance of the school themselves on the supervisory skills and governance of
head.This implies that the school heads are visible and the school heads.
active with a high level of supervisory skills and
governance. As noticed by the teachers.

Table 1.6. Summary Result of Supervisory Skills and

Governance of the School Heads

Conclusion

(1) The teachers and school heads are mostly female,

middle age, married, and tenured with a master’s
degree, and have relevant training and seminars. (2)
The school profile of the respondents mostly is from
rural areas, mega schools with large populations, and
with financial support from different sources. (3) The
school heads demonstrate high supervisory skills and
governance. (4) The School Heads have a High Level
of Implementation of change management practices.
(5) There is no relationship between the assessment of
the respondents in the supervisory skills of the school
Significant relationship between the assessment of heads.
the teachers in the school heads themselves on the
supervisory skills and governance of the school For the Department of Education: (1)Encourage
heads. teachers and school heads to pursue professional
development to be able to adapt the implementation of
Table 2 indicates the significant relationship between change management practices in the educational
the assessment of the teachers and the School Heads curriculum. (2)Use of a reward system as recognition
themselves on the supervisory skills and governance of will be given to teachers. (3) Pay attention to factors
the school heads.The computed r–value -0.205 and the that result in the resistance of teachers. (4) Provide a

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