Instructional Supervision and Student Learning Engagement: A Mixed Methods Correlational Study

Abstract

Instructional supervision plays a vital role in improving teaching practices and fostering meaningful student learning engagement. This study examined the relationship between instructional supervision and student learning engagement at a public secondary school using a mixed-methods correlational research design. Quantitative data were collected from 80 faculty members through a validated survey, while qualitative interviews were conducted to provide deeper insights into the implementation of instructional supervision. Descriptive statistics and Spearman's rho were used to analyze the quantitative data, whereas thematic analysis was employed for the qualitative findings. Results revealed that instructional supervision was implemented at a very high level, while student learning engagement was generally high across emotional, behavioral, and cognitive dimensions. A significant positive relationship was found between instructional supervision and student learning engagement, indicating that effective supervisory practices contribute to greater learner engagement. The qualitative findings complemented these results by revealing implementation challenges, including limited technological and physical resources, socio-economic barriers affecting student participation, and administrative demands that constrained meaningful supervisory support. Based on these findings, the study developed a Supervision and Mentorship Enhancement Plan to strengthen instructional supervision through structured mentoring, collaborative professional support, resource optimization, and strengthened school-community partnerships. The study contributes to educational leadership by demonstrating that effective instructional supervision extends beyond compliance functions and serves as a strategic mechanism for enhancing teacher development and promoting sustained student learning engagement.