Exploring the impact of school heads’ supervisory skills on teacher self-efficacy: A mixed-methods study

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