V3I6P37

Instructional Supervision of School Heads for Specialized Teachers: A Systematic Literature Review

Ian S. Ortojan^1*, Dr. Isidro M. Biol Jr.²

Abstract

This study systematically reviewed instructional supervision practices used by school heads to supervise specialized subject teachers outside their fields of expertise. It developed an evidence-based Instructional Supervision Guide (ISG) and Instructional Supervision Tool (IST) for the Philippine educational context. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 framework, the study synthesized evidence from peer-reviewed journals, scholarly studies, policy papers, and official educational documents retrieved from Scopus, ERIC, JSTOR, SciSpace, Google Scholar, and the Department of Education. A total of 39 eligible studies from the Philippines and selected Asian countries published between 2020 and 2025 were included in the review. Data were analyzed through thematic analysis, descriptive organization, comparative synthesis, and frequency counting. Findings revealed that classroom observation, mentoring, coaching, feedback, monitoring, and collaborative supervision were the most commonly employed instructional supervision strategies. Support systems such as Professional Learning Communities (PLCs), mentorship, technical assistance, and technology-based supervision enhanced supervisory effectiveness. However, school heads encountered challenges related to workload, limited subject expertise, time constraints, and supervisory competence. The study concludes that instructional supervision is most effective when structured, collaborative, developmental, and technology-supported approaches are integrated, thereby fostering the development of the ISG and IST for contextualized improvement in instructional leadership.

Keywords:

Instructional Supervision, School Heads, Specialized Teachers, Systematic Literature Review, Instructional Leadership