School Heads’ Supervisory Strategies, Teachers’ Empowerment, and Classroom Management Practices

Abstract

This study examined the relationship among school heads’ supervisory strategies, teachers’ empowerment, and classroom management practices. Specifically, it determined the levels of supervisory strategies, teachers’ empowerment, and classroom management practices, tested differences when respondents were grouped according to selected demographic variables, and analyzed the relationships among the major variables.
The study employed a quantitative descriptive-correlational design with 484 teacher-respondents from the three congressional districts. Data were collected using a structured survey instrument and analyzed using frequency, percentage, mean, and regression analysis at the 0.05 level of significance.
Results revealed that school heads’ supervisory strategies were rated high (M = 4.09), teachers’ empowerment was also high (M = 4.01), and classroom management practices were practiced (M = 1.90). Significant differences in supervisory strategies were found according to rank and position, while teachers’ empowerment significantly differed according to rank and position and educational attainment.
No significant differences were found in classroom management practices across demographic variables. Regression analysis showed that school heads’ supervisory strategies significantly predicted teachers’ empowerment and classroom management practices, and teachers’ empowerment significantly predicted classroom management practices.
The findings suggest that effective supervisory leadership strengthens teacher empowerment and enhances classroom management practices in schools.