Supervisory Feedback and Monitoring as Predictors of Teacher Self-Efficacy

Abstract

This study examined the predictive relationships among supervisory feedback, supervisory monitoring, and teacher self-efficacy to determine how developmental supervision may contribute to teachers’ instructional confidence in the Philippine public school context. However, limited research has examined the combined predictive and mediating relationships among these supervisory practices and teacher self-efficacy in Philippine public schools. Specifically, the study determined whether supervisory feedback and supervisory monitoring significantly predict teacher self-efficacy and whether supervisory monitoring mediates the relationship between supervisory feedback and teacher self-efficacy. Using a quantitative, nonexperimental, predictive-correlational research design, data were collected from 200 public school teachers in the Division of Zamboanga City, Philippines, through purposive sampling. The researcher-developed questionnaire was reviewed and validated by an expert validator and pilot-tested with 30 public school teachers who were not included in the main sample, demonstrating satisfactory internal consistency. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) through WarpPLS 8.0. Results showed that supervisory feedback significantly predicted supervisory monitoring and teacher self-efficacy, while supervisory monitoring significantly predicted teacher self-efficacy. Supervisory monitoring also significantly mediated the relationship between supervisory feedback and teacher self-efficacy. These findings highlight the importance of integrating constructive feedback with systematic follow-up, monitoring, coaching, and instructional support as components of effective instructional leadership. These findings suggest that school leaders may support teachers’ instructional confidence through timely feedback, systematic monitoring, coaching, and appropriate instructional support. The study recommends strengthening developmental supervision systems that provide teachers with continuous opportunities to receive feedback, monitor progress, and improve instructional practices. Future research may examine the model across different educational contexts and incorporate additional leadership and teacher-related variables.