Administrative Practices of School Administrators and Instructional Supervision: Analysis of the Impact Towards School Organizational Culture

Abstract

The primary objective of this study is to evaluate the influence of school administrators' administrative practices and instructional supervision on school organizational outcomes. This study employed a descriptive-correlational research design with the aid of a standardized questionnaire checklist as the primary tool for data collection. The respondents were Jimenez District teachers for the 2021-2022 academic year. The study found that: (1) school administrators' administrative practices are typically proficient like their roles and responsibilities as educational leaders; (2) school administrators' instructional supervision is typically at a competent level; (3) the school's organizational culture was high; (4) the school administrators' administrative practices do not typically have a significant impact on the school's organizational culture, and (5) school administrators instructional supervision typically have a significant impact on the school's organizational culture but to a significant extent. To strengthen the performance indicators of administrative practices and instructional supervision among school principals, and thereby improve the quality of our current schools, it may be necessary to add to the current policy guidelines.