Collective Teachers Self-Efficacy as Predicted by the Instructional Supervision and Leadership Qualities of School Heads

This study investigated the influence of instructional supervision and leadership qualities of school heads on teachers’ collective self-efficacy in selected public secondary schools in Talacogon District, Agusan del Sur. A descriptive correlational research design was employed, and data were gathered through adapted survey questionnaires administered to 204 public secondary school teachers using a universal sampling approach. Results showed that the level of instructional supervision was Strongly Agree, with all indicators including classroom observation, portfolio supervision, identifying the strengths and limitations of teachers, and designing interventions rated highly. Similarly, the leadership qualities of school heads were described as Strongly Agree, particularly in leadership styles, visibility, transparency, technical assistance, and empowerment. Teachers’ collective self-efficacy was likewise rated Strongly Agree across decision-making, teaching, familial participation, community participation, and positive school climate. Correlation analysis revealed a significant relationship between instructional supervision and teachers’ collective self-efficacy, as well as a significant relationship between leadership qualities and teachers’ collective self-efficacy. Regression analysis further indicated that all dimensions of instructional supervision significantly predicted teachers’ collective self-efficacy, with identifying the strengths and limitations of teachers emerging as the strongest predictor. In contrast, among the leadership qualities, only leadership styles and visibility significantly predicted teachers’ collective self-efficacy, while vision, transparency, technical assistance, and empowerment were not significant predictors. These results suggest that teachers’ collective self-efficacy is strongly influenced by effective instructional supervision and active leadership practices, particularly those that are visible and directly related to instructional processes. The study highlights the importance of structured supervision and dynamic leadership in fostering teachers’ shared confidence and improving overall school effectiveness.