Impact of Secondary School Principals&#039; Supervisory Practices on Teachers&#039; Morale and Behavior: Basis for a Proposed Intervention Program

Bedaria  I. Amerol,

Impact of Secondary School Principals' Supervisory Practices on Teachers' Morale and Behavior: Basis for a Proposed Intervention Program

Discipline: Education

Abstract:

This study investigates the supervisory practices of secondary school principals in Lanao del Sur 1 and Marawi City divisions and their impact on teachers' morale and behavior. The research aimed to assess principals' effectiveness in fostering teacher-community relations, improving teaching and learning, and evaluating teacher performance. Additionally, it examined teachers' morale in areas such as job satisfaction, rapport with principals, and workload, alongside their professional behavior and classroom practices. A descriptive-correlational research design was employed, with data gathered from 285 teachers via a modified checklist questionnaire. Descriptive statistics were used to analyze the data, including frequency counts, percentages, and weighted means. At the same time, Pearson’s Product Moment Correlation was applied to test the relationships between supervisory practices, teachers' morale, and behavior. The findings revealed that principals’ supervisory practices were “often practiced” in all areas, with mean ratings of 3.98 for improving relations and teaching and 3.81 for evaluating teacher performance. Teachers reported high morale, particularly in job satisfaction (mean = 3.58) and professional rapport (mean = 3.23-3.58), though salary and workload scored lower (mean = 2.54-2.63). Teachers' behavior, including classroom preparation and professional growth, was rated as “always practiced” (mean = 4.42-4.47). Significant positive correlations were found between supervisory practices and both teachers' morale (r = 0.67, p < 0.05) and behavior (r = 0.63, p < 0.05). The study recommends enhancing supervisory practices, supporting professional development, and improving teacher well-being to foster a positive school environment. Further research is suggested to explore broader contexts and additional variables.

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