IMPACT OF SCHOOL HEADS' SUPERVISORY PRACTICES ON TEACHERS' INSTRUCTIONAL PERFORMANCE: EVIDENCE FROM SECONDARY SCHOOLS IN DISTRICT BHAKKAR, PAKISTAN

Abstract

The study explored the impact of supervisory practices on the instructional performance of secondary-level teachers. The objectives were to identify existing supervisory practices of school heads, determine the relationship between these practices and teachers' instructional performance, and assess the impact of supervisory practices on teachers' performance. The null hypothesis was that headmasters' supervisory practices have no significant impact on teachers' instructional performance. The study's delimited population included all secondary school teachers working in District Bhakkar, Punjab, Pakistan, during the academic year 2023–2024. Using a stratified random sampling technique in conjunction with a quantitative survey design, the study targeted a population of 2,284 teachers with a sample size of 340. Data were collected using a self-constructed, 50-item Likert scale questionnaire. The Cronbach's alpha technique's reliability analysis indicated a satisfactory reliability of 0.84. Data analysis, both descriptive and inferential, revealed significant dissatisfaction among teachers, particularly in classroom observations, professional development, communication, and collaboration. While recognition and support received comparatively higher satisfaction, areas like differentiation, technology integration, assessment practices, and collaboration showed mixed perceptions. The study underscores the critical role of effective supervisory practices in enhancing teaching effectiveness and student outcomes, with a significant positive correlation between supervisory practices and instructional performance. Regression analysis indicated that supervisory practices significantly predict instructional performance. The results rejected both null hypotheses, with the ANOVA results revealing F = 0.025, p = 0.874, highlighting the necessity for improvements. Recommendations emphasize actions for school administrators to foster supportive environments, improve feedback mechanisms, enhance professional development, and strengthen collaborative frameworks, thereby improving teacher satisfaction and instructional quality. Additionally, the study highlights the importance of ongoing assessment and refinement of supervisory practices to adapt to evolving educational needs.