Supervisory Practices of Instructional Leaders: A Qualitative Study on Effectiveness and Ineffectiveness
Girlie J. Yabo *
Department of Education, Division of Zamboanga Sibugay, School of Graduate Studies, La Salle University, Ozamiz City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This qualitative phenomenological study explored how teachers and instructional leaders at Payao National High School experience supervisory practices, with an emphasis on those perceived as effective or ineffective and their influence on teacher motivation, professional growth, and instructional performance. The study was conducted at Payao National High School in Payao District, Schools Division of Zamboanga Sibugay, Philippines, in 2026. Ten participants representing teaching and instructional leadership roles were purposively selected. Data were generated through open-ended, semi-structured qualitative prompts, small-group discussions, and document review. Data were analysed using Braun and Clarke’s thematic analysis and Moustakas’ phenomenological procedures, with triangulation and member checking to strengthen credibility. Four central themes emerged: supportive and development-oriented supervision; evaluative and compliance-based supervision; the influence of supervision on teacher motivation and professional growth; and contextual constraints affecting supervisory practices. Participants described classroom observation, lesson-plan review, monitoring by walking, coaching, technical assistance, and post-observation feedback as common practices. Supervision was viewed as effective when feedback was timely, specific, respectful, and development-focused, but ineffective when it was inconsistent, overly rigid, unclear, or reduced to compliance. Time limitations, heavy workloads, scheduling conflicts, high teacher-to-supervisor ratios, resistance to feedback, and limited resources constrained implementation. Participants recommended consistent supervision, a positive school culture, open communication, teacher input, and structured supervision plans. Instructional supervision is most constructive when it combines accountability with coaching, trust, professional dialogue, and follow-through. Consistency, contextual support, and actionable feedback are critical to sustaining teacher engagement and instructional improvement.
Keywords: Instructional supervision, instructional leadership, teacher motivation, professional development, qualitative research, phenomenology