Professional Development, School-based Management Implementation, and Organizational Support on Instructional Supervisory Practices of School Administrators

Abstract

The study developed a structural model on the professional development, school-based management practices, and organizational support on level of competence in instructional supervision of school administrators. Descriptive-correlational and structural-comparative research design were used in this study. Five hundred one (501) school administrators in Divisions of Region X were chosen as participants of the study in the school year 2023-2024. Data were analyzed using frequency counts, percentage, means, correlation, and multiple linear regression analyses, and structural equation model. Professional development, school-based management practices, and organizational support in the context of educational administration. The indicators examined include professional development activities such as trainings/seminars, self-efficacy, and attainment of advance degrees. Additionally, school-based management practices encompass leadership and governance, curriculum and instruction, accountability, continuous improvement, and management of resources. Lastly, organizational support is evaluated through aspects such as training and development opportunities, performance review and appraisal systems, merit-based promotion schemes, and incentives and awards systems. The best predictor on the instructional supervision of school administrators is organizational support for training and development significantly predicts the outcome variable. Higher levels of organizational support are associated with increased training and development opportunities, highlighting the importance of supportive organizational practices in facilitating employee growth and development. KEYWORDS: Instructional Supervisory Practice, professional development, School-Based Management Implementation, Organizational Support