Intensive School-Based Instructional Supervision (ISBIS) Influences Academic Teaching Performance

Abstract

This study was done to ascertain how Public Secondary Schools in Tawi-Tawi will implement Intensive School-Based Instructional Supervision. School principals and teachers who participated in the study as respondents were surveyed using the descriptive-quantitative technique of research. The data were statistically processed using multiple regression analysis, weighted mean, and standard deviation. The results showed that the principals of each school had adopted intensive school-based instructional supervision in terms of help and support, creative strategy, monitoring, and evaluation. Similar to how the students did in terms of academic achievement, instruction delivery, and classroom management, the teachers also demonstrated successful teaching performance. The study also showed that principals' intensive school-based instructional supervision in terms of assistance and support, innovative strategy, and monitoring and evaluation significantly impacted academic teaching performance, academic achievements, instruction, and classroom management. In addition, the principals' assistance and support, innovative strategy, and monitoring and evaluation are good predictors of teacher performance. Additionally, but not in terms of assistance and support, the principals' creative approach, monitoring, and evaluation are excellent predictors of teachers' classroom management.