This article examines the relationship between school leaders’ supervision and teacher competencies in secondary schools in the United Arab Emirates (UAE). Grounded in the Pedagogical Content Knowledge (PCK) framework, it adopts a convergent parallel mixed-methods design focused on three core domains: content knowledge, pedagogical knowledge, and curriculum planning and implementation. Quantitative and qualitative data were collected during the 2024–2025 academic year. Quantitative data were collected from 318 teachers and school leaders via a structured questionnaire, while qualitative data were gathered through semi-structured interviews with 20 participants. Results show positive and statistically significant associations between supervisory practices and all three competency domains, with curriculum planning and implementation showing the highest association. Interview accounts further highlight the importance of coaching-oriented supervision, collaboration, and psychological safety in supporting teacher growth, while time constraints emerged as a persistent barrier to sustained professional support. The article argues that effective supervision is both a structural and a relational process, with coaching-oriented approaches playing a central role in sustaining teacher competence within school contexts.
This qualitative phenomenological study explored how teachers and instructional leaders at Payao National High School experience supervisory practices, with an emphasis on those perceived as effective or ineffective and their influence on teacher motivation, professional growth, and instructional performance. The study...
Girlie J. Yabo· Archives of Current Research...· 0 citations
This study examined the determinants of teachers’ performance within school systems, particularly the roles of school leadership, curriculum design, community involvement, and policy structures, as a basis for developing a Professional Development Enhancement Plan in Sogod District, Cebu. Anchored in Systems Theory and...
Priscila P. Veronas· International Journal of Sus...· 0 citations
This study explored the lived experiences of school administrators regarding their instructional leadership competence and its perceived influence on teacher performance in public elementary schools in District I, Luna. Specifically, it explored instructional leadership practices in terms of instructional supervision,...
Divina Navalta· Psychology and Education: A...· 0 citations
This study examined how instructional supervision is experienced by teachers and how it influences their teaching performance in a public elementary school in Barotac Nuevo, Iloilo, Philippines. Conceptually grounded in a developmental and relational view of instructional supervision, the study employed a qualitative c...
Mark A. Amador, Romelo T. Velez, Kenneth James P. Sazon et al.· International Journal of Sus...· 0 citations
Educational leadership is widely regarded as a decisive factor in school effectiveness, yet a synthesized account of how it shapes both learning quality and student character within the Indonesian school context remains limited. This study aimed to map the strategic role of educational leadership in improving learning...
Afiyah Qomari Ramadhani, Anisa Dwi Makrufi, Arif Budi Raharjo· Journal of Innovation and Re...· 0 citations
Assertive leadership is regarded as a middle ground between authoritarian and permissive styles, yet its application in the management of junior secondary schools remains rarely examined empirically. This qualitative case study examines how headteachers apply assertive leadership to strengthen teachers’ professional c...
Nur Indah Fitriani, Harjito, Ghufron Abdullah· ARMADA : Jurnal Penelitian M...· 0 citations
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