Enhancing Supervisory Skills of Educators in a Sectarian School

Sr. Josephine D. Ativo, AR, Sr. Ginger L. Acosta, AR, Josephine M. Tabal, Eleanor B. Bacalso, Edwin Jo Jardin, Jose Karlo Trocio, Jose Florencio Paras, Amy Balverde, Ann May Canonigo, Esmeralda Piala

Abstract


Supervision in education is central to ensuring instructional quality, professional growth, and organizational effectiveness. In sectarian schools, supervisory skills are particularly critical, as they integrate values-based education with academic rigor. Despite the recognized importance of supervision, limited research has explored how educators in sectarian contexts develop and apply supervisory skills, and whether these skills are influenced by professional profiles such as years in service or seminar attendance. This study employed a descriptive-correlational design involving 30 educators selected through purposive sampling. A self-constructed survey instrument, validated by experts and tested for reliability (Cronbach’s α = 0.83), measured supervisory skills across ten dimensions. Data were gathered through face-to-face and online surveys. Means were used to describe supervisory skill levels, while Pearson’s r tested correlations between supervisory skills and educators’ profiles. Results showed that educators demonstrated high supervisory skills overall, with notable strengths in cooperation (M = 3.95), interpersonal skills (M = 4.02), time management (M = 3.84), and positivity (M = 3.81). Moderate ratings were observed in adaptability and conflict resolution, particularly in thriving during transitions and identifying conflict root causes. Correlation analysis revealed no significant relationship between supervisory skills and years in service (r = 0.12, p = 0.54) or seminar attendance (r = 0.09, p = 0.62). Therefore, supervisory skills among educators are multidimensional and not strongly determined by tenure or seminar hours. Sectarian schools should therefore invest in structured mentorship, coaching, and resilience-building programs that emphasize adaptability, conflict management, and strategic alignment. Strengthening these areas will ensure supervisory practices that enhance teacher performance while remaining consistent with the institution’s values-driven mission.  

Keywords


Supervision in education is central to ensuring instructional quality, professional growth, and organizational effectiveness. In sectarian schools, supervisory skills are particularly critical, as they integrate values-based education with academic rigor.

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References


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DOI: http://dx.doi.org/10.52155/ijpsat.v56.2.7946

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