(Article In Press)SUPERVISORY PRACTICES AND TECHNICAL ASSISTANCE EFFICACY OF SCHOOL ADMINISTRATORS IN SAN JUAN DISTRICT

DOI:https://doi.org/10.65613/740181

A Dissertation

Presented to

the Faculty of the Graduate School

Lyceum – Northwestern University

Dagupan City

In Partial Fulfillment

of the Requirements for the Degree

Doctor of Philosophy

Major in Educational Management

JOANNA MARIE A. BACANI

MAY 2026

ACKNOWLEDGMENT

The completion of this dissertation would not have been possible without the invaluable support, guidance, and encouragement of several individuals who have contributed significantly to this academic endeavor.

The researcher also expresses her deepest appreciation to her professors and mentors who guided her in the development and completion of this study. Their generosity in sharing their time, knowledge, and expertise without reservation has greatly contributed to the success of this research.

The researcher would like to express her sincere gratitude to her dear principal, Dr. Maribel C. Reyes, for her unwavering support and encouragement. Her continuous motivation and steadfast commitment to academic excellence have greatly inspired the researcher to persevere and successfully complete her graduate studies.

The researcher would like to extend her sincere gratitude to her dear friends—Wakyrats, Ma’am Carig, Ma’am Akiah, and Ma’am Queen—who have been her companions throughout her stay in the institution. Their presence provided not only friendship but also a sense of family, making the journey more meaningful and manageable.

Profound gratitude is likewise extended to her beloved parents, Mama Marisa and Papa Frank (†), for their unwavering support and sacrifices in sustaining her education from elementary years up to the completion of this doctoral degree. Their enduring love and belief have been the foundation of her perseverance.

Special thanks are also given to her loving husband, whose patience and dedication have been a constant source of strength. Despite fatigue and long hours of travel from work, he selflessly ensured her safe transportation to and from the university. His support has been instrumental in the fulfillment of this academic pursuit.

Above all, the researcher offers her deepest gratitude to the Almighty God for His divine guidance, wisdom, and strength, which sustained her throughout the completion of this dissertation.

To all those who, in one way or another, contributed to the realization of this work, the researcher extends her heartfelt appreciation.

JOANNA MARIE A. BACANI

DEDICATION

This dissertation is lovingly dedicated

to all the people who have been part

of my journey in completing

my Doctor of Philosophy major in Educational Management.

To my beloved husband,

Mark John L. Bacani,

my constant companion and

unwavering support,

thank you for always being my driver on

countless trips to Lyceum just to ensure that

I could submit every requirement on time. Your patience,

sacrifice, and quiet strength

have carried me through this journey more than words can express. I love you.

To my financer and ever-supportive mother,

Marisa N. Arbollente,

thank you for your

endless financial and emotional support.

You have never failed to uplift me, especially in

moments when I felt like giving up. You are one of the greatest reasons

why I continued pursuing this doctorate degree.

To my dear father, Francisco E. Arbollente (†),

I know that you are one of those

who truly believed in me. Wherever you are now,

I know you are no longer suffering,

and I know that you are just beside us.

I offer this achievement to you,

Papa. I know you are happy and proud.

To my two handsome sons,

Marqux and Murvyx A. Bacani,

you are my greatest inspiration.

In times of difficulty,

all I have to do is look at you,

and I find the strength to continue and finish

what I have started. Everything I do is for you.

To my teachers, thank you for making

my academic journey meaningful

and at the same time challenging.

Your guidance, wisdom,

and the knowledge you have imparted

have shaped me into who I am today.

And above all, to our Dear Almighty God,

for His endless guidance, strength,

and grace—without You, none of this would have been possible.

All glory and honor belong to You.

This work is a testament to perseverance,

faith, and the unwavering support of the people I hold dear.

JOANNA MARIE

DISSERTATION ABSTRACT

Title : SUPERVISORY PRACTICES AND TECHNICAL

ASSISTANCE EFFICACY OF SCHOOL

ADMINISTRATORS IN SAN JUAN DISTRICT

Researcher : JOANNA MARIE A. BACANI

Degree : Doctor of Education Major in Educational

Management

Institution : Lyceum-Northwestern University

Institute of Graduate and Professional Studies

Dagupan City

Adviser : CRISTOPHER A. DE VERA, EdD

Year : 2026

This study aimed to assess the supervisory and technical assistance skills of school administrators in San Juan District to serve as a basis for a professional development program. Specifically, it sought to describe the profile of the school administrators, determine their levels of supervisory and technical assistance skills, and examine the relationships between their skills and personal profiles. The research used a descriptive correlational design and purposive sampling technique to select 30 school heads as respondents. Data were gathered through a validated questionnaire with an average weighted mean of 4.55 and a reliability coefficient of 0.971, ensuring the tool’s consistency and accuracy. The data were analyzed using descriptive statistics and correlation tests. Results showed that the school administrators demonstrated highly competent supervisory and technical assistance skills, with average weighted means of 4.35 and 4.36, respectively. However, no significant relationship was found between the administrators’ profiles (age, sex, civil status, educational attainment, years in service, and relevant training) and their skills. Additionally, a weak positive but not significant correlation existed between supervisory and technical assistance skills. Based on these findings, a professional development program was proposed to enhance the administrators’ skills in classroom observation, providing constructive feedback, resolving conflicts, and integrating technology into teaching. The program includes training workshops tailored to address specific needs and promote continuous learning. It is recommended that the district implement this program to support school administrators in effectively managing and assisting teachers, thereby improving overall school performance.

Keywords: supervisory skills, technical assistance, school administrators, professional development

TABLE OF CONTENTS

Page

Title Page i

Approval Sheet ii

Certification of Admission to Candidacy for the

Degree of Doctor of Education iii

Acknowledgment iv

Dedication vi

Abstract viii

Table of Contents x

List of Figure xiii

List of Tables xiv

I THE PROBLEM

Rationale 1

Theoretical Framework 10 Conceptual Framework 11

Statement of the Problem 15

Hypothesis of the Study 16

Scope and Delimitation of the Study .16

Significance of the Study .17

Definition of Terms .18

II METHODOLOGY

Research Design 21

Sources of Data 22

Population Sampling ……………………………………………………. 22

Instrumentation and Data Collection 23

Tools for Data Analysis 25

III RESULTS AND DISCUSSIONS

Profile of the Respondents 28

Supervisory and Technical Assistance Skills of School

Administrators in the San Juan District ……………………………………… 33

Relationship between the Supervisory and Technical Assistance

Skills and School Administrators’ Profiles of San Juan District ………….. 37

Proposed Professional Development Program for School

Administrators in San Juan District ………………………………………….. 40

IV SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary 42

Conclusions 47

Recommendations 48

REFERENCES 50

CHAPTER 1

THE PROBLEM

Rationale

From the top down, school administrators may make a positive impact on the lives of the students, employees, and community. They have the ability to make adjustments that will have a significant effect for years to come. Due to their exceptional capacity to manage the complex terrain of educational institutions and create an atmosphere that supports growth and development, school administrators are also in great demand as highly qualified professionals (KU SOE, 2025).

According to Amajuoyi (2022), the school administrator is an instructional leader who oversees, monitors, evaluates, and disseminates up-to-date information to teachers on academic and management issues in order to facilitate an efficient teaching and learning process. In addition to representing the school in front of the government and parents, the administrator is tasked with providing direction to instructors, students, and other staff members.

For school administrators to effectively lead and manage in educational environments, they must possess supervisory and technical assistance skills. These domains do, however, have several problems and deficiencies that could be the foundation of professional development initiatives. The necessity for organized professional development programs is highlighted by the fact that many school administrators, particularly those in community colleges, learn supervisory abilities through experience rather than formal training (Lamb cited by Orawczyk, 2024).

Administrators have difficulties in the area of supervision. Strategic planning is required to resolve these problems and enhance monitoring procedures (Eyana et al., 2024). More professional development and training are required for school administrators. Research indicates that professional development activities, like mentorship programs and seminars, are crucial for enhancing supervisory abilities and supporting learning objectives like Sustainable Development Goal 4 (SDG-4) (Hussain et al., 2023).

Due to the rapid growth of technology, school administrators must now prioritize developing digital fluency, and the capacity to utilize technology for communication, collaboration, and information management. However, a study found many administrators lack the necessary experience and technology to lead in modern educational settings. Besides administrative efficiency, there is also a gap that limits the support given by teachers in adopting innovative teaching methods using technology (De Los Reyes & Paglinawan, 2024).

In addition, many administrators have inadequate technology integration skills that limit their capacity to make informed decisions, manage resources effectively, and prepare schools for the 21st century. This gap necessitates encompassing comprehensive professional development programs designed to enhance these abilities among school leaders (Siphais & Siphai, 2024).

Effective instructional practices and student learning outcomes require supervisory skills among school administrators. A good management system necessitates assessing performance, providing appropriate criticism, and guaranteeing that teachers deliver well-structured educational programs. The effectiveness of professional development programs that emphasize these skills in improving the instructional supervision of school administrators can be significant (Oriente & Alvarado, 2020).

School administrators must possess technical expertise to handle multiple operational facets of educational institutions.’ Effective school management requires proficiency in financial, computer, and marketing skills and should focus on technical skills to prepare administrators for the challenges of modern educational settings (Ibay & Pa-Alisbo, 2020).

Professional development is essential for school administrators to enhance their supervisory and technical skills. These skills can only be developed through programs that provide training in leadership, governance, and resource management (Baltazar, & Orongan, 2024). Mentoring programs have been shown to enhance leadership skills and promote professional development among school administrators, which has a positive impact on overall school innovation and success (Yirci et al, 2023).

Professional development for school administrators is heavily influenced by organizational support. Training opportunities, performance reviews, and merit-based promotions are associated with more effective instructional supervision (Baltazar, & Orongan, 2024). Such support is essential for creating a conducive environment that fosters professional development.’

According to recent studies, school administrators’ ability levels differ between capabilities. According to research by Paglala and Lumapenet (2024), administrators’ instructional supervision competencies greatly improve teachers’ proficiency because they guide the adoption of successful teaching strategies that are in line with educational goals and observe classrooms effectively, which leads to better teaching practices. This is emphasized as a predictor of success. On the other hand, Mary et al. (2022) warn that a lack of training might result in biased observations and erroneous evaluations and that a lack of professional development can cause aims to become out of sync. Moreover, Mary et al. (2022) emphasize that while collaborative leadership promotes a productive school environment, a lack of collaboration can fragment school culture. They also show that effective leadership is demonstrated by adjusting supervisory practices to changing trends, but innovation is hampered by resistance to change or insufficient training.

Research by He et al. (2024) indicates that administrators who provide actionable feedback enhance instructional strategies and student outcomes, whereas Dorado et al. (2024) contend that vague feedback can demotivate educators. While Dorado et al. (2024) caution that generic or misaligned programs may offer limited results, administrators are commended for identifying areas for teacher improvement and structuring pertinent professional development programs (He et al., 2024). A crucial indicator of teaching efficacy is monitoring student performance, Dalton & Apron (2024) link this ability to academic success, while Garira (2024) cautions that relying too heavily on quantitative data could result in an unsatisfactory assessment.

According to Dorado et al. (2024), research indicates that a lack of training can worsen tensions, although Hobden (2020) asserts that conflict resolution is a crucial ability that promotes a pleasant school climate. Hobden (2020) emphasizes that effective supervision requires time management and job prioritization, but inefficiency can result in burnout and less oversight, as Dorado et al. (2024) point out. According to KU SOE (2025), consistent application of school policies is essential, but, strict enforcement may impede flexibility in responding to particular school requirements, as proposed by Garira (2024).

According to Lachica (2024), school administrators are highly regarded for their supervision abilities, which include providing technological support. The findings highlight the significance of competent supervision and leadership, including technical support. Furthermore, Venas and Daing (2020) show that school administrators’ supervision abilities are highly regarded in the domains of administrative, interpersonal, and conceptual capabilities. The capacity of school administrators to offer technical support is also seen as a critical component in improving academic achievement. Nonetheless, Trongco and Benolirao (2023) discovered that school administrators’ supervising abilities are only average.

A study that examines school administrators’ technical assistance proficiency reveals that they possess high-level proficiency. The results also demonstrate a noteworthy distinction between the degree of technical support abilities and supervision skills, which did not differ significantly. The effectiveness of these abilities can be improved by establishing collaborative learning and offering ICT refresher courses (Casuyon & Bautista, 2024).

Additionally, a study assesses school administrators’ technology leadership and finds that it is generally high, with the exception of certain areas like encouraging teachers to participate in ICT training and integrating ICT plans with strategic goals. These factors received extremely high ratings. Thus, although it varied depending on the indication, teachers’ use of technology was generally high (Geresola & Lausa, 2024). Furthermore, according to a survey, technical help abilities received extremely good ratings overall (Guanzon & Miranda, 2023).

Nevertheless, according to Willermark et al. (2023), some school administrators feel prepared to manage digital changes, while others find it difficult to keep up with the quick speed of change. This suggests that more assistance and training in digital leadership are needed. Furthermore, it is difficult to achieve successful technology integration, according to A’mar and Eleyan (2022), which implies that the leadership techniques used now might not be enough. According to Davis & Nixon (2024), conventional training programs could not give school administrators all the tools they need to meet these issues.

Age, sex, and years of service did not affect the supervisory skills of school administrators (Cruz & Dela Cruz, 2021). However, according to Wang & Leithwood (2022), age may have a beneficial impact on the level of supervisory skills. In contrast, Hanushek and Rivkin (1922) suggest an opposing trend where older school administrators perceive a decline in the benefits of school monitoring. In addition, female school administrators had slightly higher scores than their male counterparts (Hausenblas & Schueler, 2021).

Educational attainment in schools is linked to school management, as per Cruz and Dela Cruz (1921). However, the research findings on supervisory skills did not exhibit significant variations solely based on educational background (Almodiel & Catapang, 2019). It’s clear from this that a higher degree doesn’t necessarily translate to better leadership skills. Read on for more details.

A study revealed that years of service were negatively correlated to skills in supervision. These findings suggest a lack of experience among school administrators, which may impair their ability to supervise (Grissom & Bartanen, 2020). Nevertheless, certain studies suggest that there is a positive association between school supervision and the role of educating the school administrator. This suggests that supervision skills are more effective with experience (Bosserman & Firestone, 2021). Furthermore, years of working as an administrator are linked to more effective supervision (Songcayawon et al, 2022).

The Leithwood and Seashore Louis (2022) study did not establish any connection between leadership style and school administrator experience. Experience alone is not always the foundation for better leadership, as evidenced by this. Dela Cruz and Reyes (2019) found that most school administrators who exhibit good supervision skills have completed several relevant training courses.

Despite the fact that school leaders receive extensive training, there is little correlation between their supervision skills and this study. Hence, taking part in numerous programs may not be as effective or worthwhile when given superior instruction on pertinent subjects. Well-structured and relevant training is crucial for improving supervision skills in educational contexts, as evidence suggests that quality training has a greater impact on supervisory skills development than quantity (Day et al, 2020).

In a 2023 study by Guanzon and Miranda, it was found that technical assistance skills are strongly influenced by demographic factors such as teaching experience, educational level, and age. The study indicates that teachers with more experience and qualifications exhibit greater professionalism and are better equipped to offer technical assistance, which has a positive impact on their performance. Geresolo and Lausa’s (2024) study revealed that technology integration is strongly associated with age, but not with gender. However, Kier et al. conducted a study in 2019 and found no statistically significant relationship between age and technical assistance skills. Also, in line with Sangalang’s (2019) research, educational leaders should participate in training programs to improve their technical support and mentoring skills. This allows them to help teachers improve their careers.

David and Naparan (2024) recommend solutions to alleviate the difficulties faced by school administrators, including mentoring for new administrators, frequent professional development seminars, leadership training programs, and improving communication skills. By creating a positive atmosphere and encouraging professional development, these actions can help them better retain qualified educators.

Several interventions, such as offering focused professional development, setting up mentorship programs, and encouraging a collaborative school culture, are highlighted in other studies as ways to improve the abilities of school administrators. Through the development of stronger leadership, communication, and conflict resolution abilities in administrators, these interventions seek to address issues including high teacher turnover and enhance retention (Webster et al., 2020).

In areas like San Juan District, there are challenges to effective teaching and learning, and school administrators play an important supportive role. However because administrators have different backgrounds in technical, leadership, and supervision skills, as well as because curricula are changing, data-driven decisions are becoming more important, and resources are scarce, it is necessary to evaluate their present abilities. In the end, this study will help to improve teaching and student learning by establishing a baseline, guiding focused professional development, and advancing evidence-based practices.

This study aims to determine the supervisory and technical assistance skills of school administrators in the San Juan District in order to guide the creation of a professional development program.

Furthermore, the profile of the respondents and their proficiency in technical support and supervisory skills will be examined. Moreover, the study will examine the connection between the profiles of school administrators and these abilities. The study will also be the foundation for the creation of a program and intervention for technical support and supervisory skills based on the results and current best practices.

Theoretical Framework

One important theory that supports this study is Instructional Leadership Theory. This theory focuses on how school leaders can help improve teaching and learning. According to this theory, school administrators should not only manage the school but also guide teachers in improving their instructional practices. They are expected to provide support, observe classes, give feedback, and encourage teachers to grow professionally. In the context of San Juan District, this theory helps explain why the supervisory and technical assistance skills of school leaders are important. When administrators apply instructional leadership, they help create a learning environment where both teachers and students can succeed. Their guidance and support can lead to better teaching strategies and improved student outcomes.

Another theory that fits this study is Transformational Leadership Theory. This theory highlights how leaders can inspire and motivate others to achieve more than what is expected. Transformational leaders serve as role models and focus on building strong relationships, clear goals, and a shared vision. In a school setting, administrators with transformational leadership qualities encourage teachers to be innovative, confident, and committed to their work. They do not only supervise but also uplift and empower their staff. This theory is important in understanding how school heads in the San Juan District can influence teacher performance by offering both technical help and moral support. When teachers feel motivated and supported, they are more likely to improve their teaching methods and engage in professional development.

A third relevant theory is Theory X and Theory Y by Douglas McGregor. This theory explains two different styles of management. Theory X assumes that people dislike work and need to be closely monitored, while Theory Y believes that people are self-motivated and enjoy taking responsibility. In the context of school leadership, this theory helps explain how the attitudes of administrators toward teachers affect their supervision style. If a school leader believes in Theory Y, they are more likely to give supportive supervision and trust teachers to take charge of their own improvement. On the other hand, if they follow Theory X, they may focus more on control and strict monitoring. Understanding these views can help explain the differences in how school administrators in San Juan District provide technical assistance and how that affects the professional growth of teachers.

Conceptual Framework

In this study, the Input-Process-Output (IPO) model is used to clearly show the flow of the research and how each part connects to the others. This model helps organize the study in a way that is easy to understand, showing what information goes into the study, what happens during the research, and what results are expected in the end.

The Input refers to the background information needed to understand the topic better. In this study, the input includes the profile of the respondents, such as their age, sex, civil status, highest educational attainment, years in service, and number of training and seminars attended. These details are important because they help the researcher see if certain characteristics of school administrators are connected to their skills in supervision and providing technical assistance. This input serves as the foundation for comparing and analyzing differences and relationships in the data.

The Process involves gathering, analyzing, and interpreting the data. During this stage, the researcher assesses the supervisory skills and technical assistance skills of the school administrators in San Juan District. This includes evaluating how they lead, guide, and support teachers. The process also includes examining if there is a significant relationship or difference between the administrators’ skills and their profile. By doing this, the researcher can identify patterns and determine if certain factors like experience, education, or training have an effect on their skills. This step uses surveys or questionnaires to collect the needed information and statistical tools to analyze the results.

The Output is the final result or product of the research. For this study, the output is a set of proposed interventions or a professional development program designed to improve the supervisory and technical assistance skills of school administrators in the San Juan District. These interventions are based on the findings of the study and aim to support school leaders in becoming more effective in their roles. The goal is to help them grow professionally so they can better support teachers and improve the overall learning environment in schools.

To sum it up, the IPO model helps guide the study by showing a clear path from identifying the background and skills of school leaders (Input), through the analysis of data (Process), to developing helpful programs that improve their skills (Output). This makes it easier to understand how the study is structured and how it aims to benefit school leadership in the San Juan District.

Figure 1 shows the paradigm of the study.

Figure 1. Paradigm of the Study

Statement of the Problem

This study aimed to determine the supervisory and technical assistance skills of school administrators in the San Juan District. Specifically, the study sought to answer the following questions:

What is the profile of the respondents in terms of:

1.1 age

1.2 sex

1.3 civil status

1.4 highest educational attainment

1.5 years in service

1.6 number of training and seminars

What is the skill level of the school administrator of San Juan District in terms of:

2.1. Supervisory; and

2.2 Technical Assistance?

Is there a significant relationship between the supervisory and technical assistance skills and the profile of school administrators?
Is there a significant relationship between the supervisory and technical assistance skills of school administrators?
What program can be implemented to develop the skills of school administrators in San Juan District?

Null Hypothesis

In line with the sub-problems, this study tested the hypothesis in its null form at an alpha level of 0.05.

There is no significant relationship between the supervisory and technical assistance skills and the profile of school administrators.
There is no significant relationship between the supervisory and technical assistance skills of school administrators.

Scope and Delimitation of the Study

This study was conducted to examine the supervisory and technical assistance skills of school administrators in the San Juan District. It specifically assessed how school heads performed in their roles as supervisors and providers of technical support to teachers. The research focused on the administrators’ skills in managing and guiding teaching staff, as well as in offering support to help teachers improve their classroom performance.

The study covered selected school administrators in San Juan District and gathered information on their personal and professional profiles, including their age, sex, civil status, highest educational attainment, years in service, and number of training and seminars attended. These variables were examined to determine whether they had a significant relationship with the administrators’ supervisory and technical assistance skills. The goal was to understand how certain factors may influence their ability to lead and support their teaching staff effectively.

The research was limited only to school administrators working within the public elementary schools of San Juan District during the time of the study. Administrators from other districts or from private schools were not included. Furthermore, the data relied on self-reported answers and official records, which may reflect the participants’ own perceptions and available documentation. The study did not assess the direct effect of these skills on teacher or student performance, as that was beyond the intended scope.

The results of this research served as the basis for recommending a professional development program aimed at strengthening the supervisory and technical assistance skills of school administrators in the district.

Significance of the Study

The following shows how the results of the study are beneficial to the participants and the stakeholders.

School Administrators. This study will help school administrators become more aware of their strengths and areas that need improvement in terms of supervision and technical assistance. The results will serve as a guide in designing professional development programs that will support their growth and improve their performance.

Teachers. Teachers will benefit from stronger support and clearer guidance from their school heads. As administrators enhance their skills, teachers will receive more effective feedback and assistance, which can help them improve their teaching strategies.

Learners. Learners will be positively affected as teachers receive better supervision and support. This will lead to improved teaching quality, making learning more effective and meaningful for students.

Researchers. This study will contribute to existing research on school leadership and supervision. Future researchers will find the findings useful as a reference for related studies, especially in the field of educational management.

Stakeholders. Education leaders, school officials, and other stakeholders will gain insights from this study to create or strengthen programs and policies that support effective leadership and supervision in schools.

Parents. Parents will benefit from improved leadership in schools, as this can lead to a more stable and supportive learning environment for their children. This will also strengthen the trust between parents and school leaders.

Future Researchers. Future researchers will be able to use this study as a model or basis for their own investigations. It will offer a helpful foundation for further studies on school leadership and the professional development of educators.

Definition of Terms

To ensure clarity and a common understanding of key concepts used throughout the study, this section provides lexical and operational definitions of important terms.

Supervisory Skills. It refers to the abilities needed to oversee, guide, and support the performance of employees in an organization (Northouse, 2018). In this study, supervisory skills refer to how school administrators in San Juan District manage, monitor, and provide instructional guidance to their teachers.

Technical Assistance. It is defined as the support and resources provided to improve skills, solve problems, or complete tasks (Fullan, 2018). In this study, technical assistance means the specific help and support given by school administrators to teachers in terms of lesson delivery, teaching strategies, and classroom management.

School Administrator. It is someone responsible for managing the daily operations of a school, including supervision of staff and implementation of programs (Glickman, Gordon, & Ross-Gordon, 2018). In this study, school administrators refer to principals and head teachers in the public elementary schools of San Juan District.

Professional Development Program. It includes structured training and learning activities that aim to improve an individual’s skills and knowledge in their field (Darling-Hammond et al., 2017). In this study, the professional development program refers to the set of recommended interventions designed to enhance the supervisory and technical assistance skills of school administrators in San Juan District.

Skills. These are the learned abilities to carry out tasks with competence (Armstrong, 2020). In this study, skills refer to the measurable abilities of school administrators to supervise and assist their teachers effectively.

Training and Seminars. These are organized learning sessions designed to develop knowledge and abilities in a specific area (Zepeda, 2019). In this study, it refer to the formal sessions attended by school administrators that are related to leadership, supervision, or instructional support.

CHAPTER 2

METHODOLOGY

This chapter discusses research methodology, which includes research design and the procedures used to solve research problems. Similarly, it discusses the data collection tools as well as the statistical treatments that will be used to analyze the data.

Research Design

This study used a descriptive-correlational research design to examine the supervisory and technical assistance skills of school administrators in the San Juan District. The descriptive part of the study aimed to provide a clear picture of the administrators’ personal and professional profiles, such as their age, sex, civil status, highest educational attainment, years in service, and number of training and seminars attended. It also described the level of their supervisory and technical assistance skills as perceived by themselves or their stakeholders.

The correlational aspect of the study was used to determine if there was a significant relationship between the administrators’ profile and their level of skills in supervision and technical assistance. This helped the researcher explore possible patterns or connections that might exist between who the administrators are and how they perform in their roles.

By combining both descriptive and correlational approaches, the study was able to gather useful information and uncover insights that can serve as a basis for developing a professional development program for school administrators in the district. The design was appropriate because it allowed the researcher to measure current conditions without manipulating any variables and to examine how certain characteristics may be linked to the administrators’ performance in their duties.

Sources of Data

Locale of the Study

This study was conducted in the San Juan District, which is under the jurisdiction of the Schools Division of Pangasinan. Located in the western part of the province, Anda is a coastal municipality known for its rich cultural heritage and close-knit communities. The district comprises several public elementary and secondary schools that are managed by school administrators who play a vital role in the implementation of educational policies and the smooth operation of daily school functions. Given the diversity of school settings and the varying professional backgrounds of administrators in the area, the San Juan District provided an ideal locale for examining leadership and management competencies. The choice of this setting allowed for a realistic assessment of the administrators’ roles, challenges, and effectiveness in managing school operations within the context of a dynamic educational environment.

Population Sampling

This study used purposive sampling to select the respondents. The participants were chosen based on specific criteria that were directly related to the purpose of the study. In this case, the selected respondents were school administrators in the San Juan District who were actively serving during the time the study was conducted. These included school heads, principals, and officer-in-charge personnel who were responsible for providing supervision and technical assistance to teachers.

Purposive sampling was appropriate for this research because the focus was on individuals who have direct experience and knowledge in the areas of supervision and instructional support. Since the goal was to gather in-depth information from those in leadership roles, only those who met these qualifications were included in the study. This method helped ensure that the data collected would be meaningful, relevant, and useful in creating a professional development program tailored to the needs of school administrators in the district.

Instrumentation and Data Collection

To gather the needed information for this study, the researcher used a researcher-made questionnaire as the main tool for data collection. The questionnaire was carefully developed based on the objectives of the study, focusing on the supervisory and technical assistance skills of school administrators in the San Juan District. Before using the tool, it was validated by three experts in the field of education and school leadership. Their feedback helped improve the clarity, relevance, and organization of the items to ensure that the questions would effectively measure what they were intended to assess. A table was prepared to show the results of the content validation, confirming that the instrument was appropriate for the study.

Result of Research Instrument Validation

The research instrument used in this study was thoroughly checked to make sure it was appropriate and effective for gathering data.

Result of Research Instrument Validation

Indicators	Mean	Descriptive Equivalent
1. The directions are clear in all sections of the gathering instrument.	4.5	Highly Valid
2. Each item is clearly stated.	4.3	Highly Valid
3. Each item is readable, i.e., the items are easily read.	4.8	Very Valid
4. Each item is attractive; enough space is provided to avoid crowding among the items.	4.5	Highly Valid
5. The data gathering instrument is comprehensive, i.e., covered all areas important to the study.	4.7	Very Valid
6. Each item is focused on a particular thought or idea.	4.1	Highly Valid
7. The items are objective, i.e., the responses to be elicited are neither biased nor reactive.	4.3	Highly Valid
8. The items are formulated per the study’s explicit and implicit objectives.	4.8	Very Valid
9. The items are systematically arranged according to a desirable sequence.	4.5	Highly Valid
10. The items do not overlap with each other; no duplication of items is observed.	5.0	Very Valid
Average Weighted Mean	4.55	Very Valid

Based on the results of the validation, the tool received an average weighted mean of 4.55, which falls under the “Very Valid” category. This means that the items in the questionnaire were generally clear, relevant, and well-constructed according to the standards for survey tools. Most of the indicators received a rating of “Highly Valid” or “Very Valid”, showing that the respondents or validators found the directions easy to understand, the items clearly stated, readable, and arranged properly. They also confirmed that the instrument covered all important areas related to the study, with no duplication of questions.

In addition to this, the reliability of the instrument was tested using Cronbach’s Alpha, which resulted in a high value of 0.971. This indicates an excellent level of internal consistency among the items in the questionnaire. A Cronbach’s Alpha value above 0.9 is generally considered outstanding, meaning that the responses to the items are highly reliable and consistent. This strong reliability score shows that the instrument can be trusted to produce stable and accurate results when used to assess the supervisory and technical assistance skills of school administrators in the San Juan District.

Tools for Data Analysis

To derive valuable insights and make significant discoveries, the data underwent a rigorous analysis employing appropriate statistical methods through IBM SPSS Statistics 20. This process ensured the precision of the results in accurately portraying the real situation and providing solutions to the research’s addressed concerns.

To answer sub-problem 1, the profile of the respondents, frequency counts, and percentages were used.

To answer sub-problem 2, the supervisory and technical assistance skills of school administrators, the weighted mean was computed and described using a five-point Likert scale with a descriptive equivalent shown below:

Score Median Score Range Descriptive Equivalents

5 4.51 – 5.00 Very Skilled (VS)

4 3.51 – 4.49 Highly Skilled (HS)

3 2.51 – 3.49 Skilled (S)

2 1.51 – 2.49 Less Skilled (LS)

1 1.00 – 1.49 Not Skilled (NS)

To answer sub-problem 3, to test if there is a significant relationship between the supervisory and technical assistance skills and profile variables of school administrators, Point Biserial, Chi-square test and Spearman’s rho were utilized.

To answer sub-problem 4, to test if there is a significant difference between the supervisory and technical assistance skills and profile variables of school administrators, Person R was used.

To answer sub-problem 5, an effective professional development program was proposed.

Ethical Consideration

In conducting this study, the researcher strictly adhered to ethical standards in accordance with the principles set by the American Psychological Association (2020). Full transparency was maintained throughout the research process, beginning with the informed consent of all participants. Each respondent was clearly informed of the study’s purpose, the voluntary nature of their participation, and their right to withdraw at any point without facing any form of penalty or disadvantage. Confidentiality and anonymity were given utmost priority; personal information was not collected, and all responses were treated with strict confidentiality to ensure that no data could be traced back to individual participants. Furthermore, the study avoided any form of coercion or pressure, and data collection was conducted with sensitivity and respect for the professional responsibilities of the school administrators involved. The researcher also secured necessary permissions from relevant authorities in the San Juan District to conduct the study. Ultimately, all procedures were implemented with integrity and respect for human dignity, ensuring that the research upheld both ethical and professional standards.

Chapter 3

RESULTS AND DISCUSSION

This chapter presents the results of the study based on the gathered, analyzed, and interpreted data. The results are arranged according to the order of the problems stated in the previous chapter.

Profile of the Respondents

This section of the study presents the profile of the school administrators of San Juan District.

Table 1. Profile of the respondents in terms of Age

Age		Frequency	Percent
	30 to 39 years old	2	6.67
	40 to 49 years old	10	33.33
	50 to 59 years old	18	60.00
	Total	30	100.0

Table 1 shows that most school administrators in San Juan District are aged 50 to 59 (60%), followed by those aged 40 to 49 (33.33%), and only a few are aged 30 to 39 (6.67%). This suggests that the majority are seasoned professionals with years of experience. According to Wang and Leithwood (2022), age can positively influence supervisory skills, though Hanushek and Rivkin (1922) argue that older administrators may see reduced benefits from monitoring. These findings highlight the need for professional development programs tailored to different age groups and experience levels.

Table 2. Profile of the respondents in terms of Sex

Sex		Frequency	Percent
	Male	10	33.33
	Female	20	66.67
	Total	30	100.0

Table 2 shows that most school administrators in San Juan District are female, with 66.67% of the respondents identifying as women and 33.33% as men. This means that two out of every three administrators are female. This result highlights the growing role of women in leadership positions in schools. According to Hausenblas and Schueler (2021), female administrators often perform slightly better than their male counterparts in terms of supervisory skills. While gender does not significantly affect technical assistance abilities (Geresolo & Lausa, 2024), the predominance of female leaders in the district reflects a shift toward more inclusive and diverse leadership. This supports the rationale that school administrators play a vital role in improving teaching and learning through guidance, monitoring, and support (Amajuoyi, 2022). Since both male and female administrators face challenges in supervision and technology use, professional development programs should be designed to address common gaps regardless of gender (Siphais & Siphai, 2024).

Table 3. Profile of the respondents in terms of Civil Status

Civil Status		Frequency	Percent
	Single	3	10.00
	Married	27	90.00
	Total	30	100.0

Table 3 shows that out of 30 school administrators in San Juan District, 90% are married and only 10% are single. This suggests that most administrators have family responsibilities, which may contribute to their maturity and interpersonal skills—traits important for effective supervision and technical assistance (KU SOE, 2025). According to Amajuoyi (2022), school leaders play a key role in guiding teachers and managing school operations. The high number of married administrators may reflect a leadership profile with practical life experience, supporting the need for a professional development program tailored to their responsibilities and roles.

Table 4. Profile of the respondents in terms of Highest Educational Attainment

Highest Educational Attainment		Frequency	Percent
	Masters Units / Master’s Level	5	16.67
	Master’s Graduate	5	16.67
	Doctorate Units / Doctorate Level	12	40.00
	Doctorate Graduate	8	26.67
	Total	30	100.0

Table 4 shows that most school administrators in San Juan District have reached advanced academic levels. Specifically, 40% hold doctorate units, and 26.67% are doctorate graduates. The rest have either completed a master’s degree (16.67%) or have earned master’s units (16.67%).

This indicates that a majority have pursued higher education, which may enhance their leadership capacity. However, as noted by Almodiel and Catapang (2019), a higher degree does not always translate to stronger supervisory or technical skills. Practical experience and focused professional development remain essential.

Thus, even with strong academic qualifications, there is still a need for structured training programs that enhance administrators’ practical supervisory and technical assistance skills, especially in response to evolving educational demands (Orawczyk, 2024; David & Naparan, 2024).

Table 5. Profile of the respondents in terms of Years in Service

Years in Service		Frequency	Percent
	5 years and below	3	10.00
	6 to 10 years	4	13.33
	11 to 15 years	3	10.00
	16 to 20 years	5	16.67
	21 to 25 years	10	33.33
	26 to 30 years	3	10.00
	31 years and above	2	6.67
	Total	30	100.0

Table 5 presents the number of years school administrators in San Juan District have served. The largest group (33.33%) has been in service for 21 to 25 years. This is followed by those with 16 to 20 years (16.67%), while smaller percentages fall within other brackets—10% have served 5 years or below, 13.33% served 6 to 10 years, another 10% have 11 to 15 years, and 10% have 26 to 30 years. Only 6.67% have served for more than 31 years.

These figures show that most administrators have substantial experience, which may contribute to their ability to lead schools effectively. However, experience alone does not always guarantee strong supervisory and technical skills. According to Grissom and Bartanen (2020), more years in service do not automatically equate to better supervision skills. In contrast, Bosserman and Firestone (2021) emphasized that when paired with proper training, experience can lead to more effective leadership. This supports the need for structured professional development programs, as experienced administrators still face challenges in supervision and technical support (Hussain et al., 2023; David & Naparan, 2024).

Table 6. Profile of the respondents in terms of Relevant Training

Relevant Training		Frequency	Percent
	10 and below	10	33.33
	11 to 20	6	20.00
	21 to 30	6	20.00
	31 to 40	2	6.67
	41 to 50	2	6.67
	51 and above	4	13.33
	Total	30	100.0

Table 6 shows that most school administrators in San Juan District have limited to moderate relevant training, with 33.33% attending 10 or fewer sessions and 40% attending between 11 to 30 sessions. Only a small portion (13.33%) have more than 51 trainings. This suggests varied levels of formal preparation among respondents.

This supports the study’s rationale that professional development is essential. Since many administrators rely on experience rather than formal training for supervisory and technical skills, structured programs are needed to address gaps. Improving these skills will help administrators better lead schools, manage resources, and support teachers, especially with ongoing challenges like technology integration and evolving educational demands.

Supervisory and Technical Assistance Skills of School Administrators in the San Juan District

This section presents the level of supervisory and technical assistance skills demonstrated by school administrators in the San Juan District. It shows how well they manage, guide, and support their teachers based on the data collected.

Table 7. Level of Supervisory Skills of School Administrators in the San Juan District

Supervisory Skills	Weighted Mean	Descriptive Equivalent
Regularly conducts effective and unbiased classroom observations to assess teaching practices.	4.70	Very Skilled
Provides actionable, clear, and supportive feedback to improve teaching methods.	4.50	Highly Skilled
Guides teachers in adopting effective teaching strategies aligned with educational goals.	4.63	Very Skilled
Tracks and evaluates student performance as a measure of teaching effectiveness.	4.33	Highly Skilled
Resolves disputes between teachers, staff, and stakeholders professionally.	4.67	Very Skilled
Identifies areas for teacher improvement and organizes relevant professional development programs.	4.00	Highly Skilled
Efficiently schedules and prioritizes tasks related to supervisory responsibilities.	4.07	Highly Skilled
Ensures the proper implementation of school policies and educational standards.	4.33	Highly Skilled
Encourages collaboration among staff to foster a positive and productive school environment.	4.10	Highly Skilled
Adopts new supervisory practices in response to changing educational trends and needs.	4.13	Highly Skilled
Average Weighted Mean	4.35	Highly Skilled

In Table 7, the supervisory skills of school administrators in San Juan District are shown to be generally strong, with an overall average weighted mean of 4.35, which is described as “Highly Skilled.” Among the specific skills, administrators scored highest in conducting effective and unbiased classroom observations (4.70) and resolving disputes professionally (4.67), both rated as “Very Skilled.” Other important skills such as providing clear feedback, guiding teachers with effective strategies, and tracking student performance also received high marks, ranging from “Highly Skilled” to “Very Skilled.” The results indicate that these administrators are competent in managing key aspects of supervision, including scheduling tasks, enforcing policies, fostering collaboration, and adapting to changing educational needs.

These findings align with the study’s rationale emphasizing the critical role of school administrators as instructional leaders who influence teachers, students, and the wider community (KU SOE, 2025). Strong supervisory skills are essential for promoting effective teaching and learning. However, the rationale also points out challenges like inconsistent training and gaps in technology integration that can limit administrators’ effectiveness (Amajuoyi, 2022; De Los Reyes & Paglinawan, 2024). While administrators in San Juan District show high supervisory abilities, the literature suggests that ongoing professional development is crucial to address areas needing improvement and to keep up with educational trends (Baltazar & Orongan, 2024; Hussain et al., 2023). In particular, targeted programs can enhance skills like providing actionable feedback, strategic planning, and technology leadership, all of which are key to maintaining a positive and productive school environment (He et al., 2024; Hobden, 2020). Thus, the high supervisory skills observed in this study provide a strong foundation but also highlight the importance of continuous learning and support to sustain and improve school leadership in the district.

Table 8. Level of Technical Assistance Skills of School Administrators in the San Juan District

Technical Assistance Skills	Weighted Mean	Descriptive Equivalent
Guides teachers in integrating technology into the classroom to enhance learning.	4.73	Very Skilled
Assists teachers in identifying and resolving technical and instructional challenges effectively.	4.43	Highly Skilled
Offers readily accessible tools, resources, or materials to support teaching practices.	4.50	Highly Skilled
Organizes and facilitates technical training sessions for teachers and staff.	4.37	Highly Skilled
Supports teachers in resolving technical issues related to school systems or software.	4.37	Highly Skilled
Demonstrates expertise in using and teaching modern educational technology platforms and tools.	4.10	Highly Skilled
Assists in analyzing and interpreting data to improve instructional outcomes.	4.43	Highly Skilled
Tailor’s technical assistance is based on individual teacher needs and skill levels.	4.20	Highly Skilled
Consistently checks the application and impact of technical assistance provided to teachers.	4.17	Highly Skilled
Build partnerships with external organizations to acquire advanced technical resources or expertise.	4.27	Highly Skilled
Average Weighted Mean	4.36	Highly Skilled

Table 8 shows the level of technical assistance skills of school administrators in the San Juan District. The results reveal that school administrators are generally highly skilled in providing technical assistance, with an overall weighted mean of 4.36. Among the specific skills, guiding teachers to integrate technology into the classroom scored the highest (4.73), indicating that administrators are very skilled in helping teachers use technology to improve learning. Other areas, such as assisting teachers in solving technical and instructional problems, providing accessible teaching tools, and organizing technical training, all scored between 4.10 and 4.50, which reflects a high level of skill. These findings suggest that administrators are well-prepared to support teachers with technology and instructional challenges, although there is some room for growth in consistently tailoring support to individual needs and checking the impact of their assistance.

This aligns with the rationale that highlights the important role school administrators play in leading schools and supporting teachers. As Amajuoyi (2022) points out, administrators act as instructional leaders by guiding and monitoring teaching practices. The high ratings in technical assistance skills reflect the administrators’ ability to manage educational technology, which is crucial given the rapid growth of digital tools in schools (De Los Reyes & Paglinawan, 2024). However, the rationale also points out that some administrators still need further professional development to strengthen these skills, especially in adapting to new technologies and providing personalized support (Siphais & Siphai, 2024).

Relationship between the Supervisory and Technical Assistance Skills and School Administrators’ Profiles of San Juan District

This part of the study explores whether there is a connection between the administrators’ skills and their personal and professional backgrounds.

Table 9. Test of Relationship between the Supervisory and Technical Assistance Skills and School Administrators’ Profiles of San Juan District

Profile	Supervisory		Technical Assistance
Profile	Statistics	P-value	Statistics	P-value
Age^a	-0.095	0.617	0.206	0.274
Sex^b	-0.245	0.191	0.165	0.383
Civil Status^c	0.312	0.533	0.974	0.948
Highest Educational Attainment^a	-0.163	0.391	-0.155	-0.113
Years in Service^a	-0.155	0.414	0.073	0.701
Relevant Training^a	-0.113	0.554	0.109	0.568

^*^{Significant at 0.05}

^aSpearman Rho; ^bPoint Biserial Correlation; ^cChi-Square Test;

Based on Table 9, the relationship between the supervisory and technical assistance skills of school administrators in San Juan District and their profiles was examined. The results show that none of the profile factors—such as age, sex, civil status, highest educational attainment, years in service, and relevant training—had a statistically significant relationship with either supervisory or technical assistance skills. The p-values for all variables were above the 0.05 significance level, indicating no meaningful correlations or associations were found. For example, age had a low correlation with supervisory skills (Spearman’s rho = -0.095, p = 0.617) and with technical assistance skills (0.206, p = 0.274). Similarly, sex and civil status also showed no significant links to these skills.

This means that school administrators’ supervisory and technical assistance capabilities in San Juan District do not appear to depend on their demographic or professional profiles. These findings support the rationale that while administrators are critical in leading schools and managing resources, their skill levels might be shaped more by targeted professional development rather than by personal or background factors alone. The lack of significant relationships underscores the need for structured, well-designed training programs focusing on developing these essential skills, as highlighted in previous studies emphasizing mentorship, continuous learning, and specialized training (KU SOE, 2025; Lamb cited by Orawczyk, 2024; Baltazar & Orongan, 2024).

Relationship between the Supervisory and Technical Assistance Skills of School Administrators in San Juan District

This section presents the test of difference between the Supervisory and Technical Assistance Skills of School Administrators in San Juan District

Table 10. Test of Relationship between the Supervisory and Technical Assistance Skills of School Administrators in San Juan District

Skills		Technical Assistance
Supervisory	Pearson Correlation	.181
	Sig. (2-tailed)	.338
	N	30

Based on Table 10, there is a weak positive correlation between the supervisory and technical assistance skills of school administrators in San Juan District, with a Pearson correlation value of 0.181. However, the p-value of 0.338 indicates that this relationship is not statistically significant. This means that the connection between these two skill areas is minimal and may have occurred by chance, given that the value is above the standard significance level of 0.05. In simple terms, administrators who are strong in supervisory skills are not necessarily strong in technical assistance skills, and vice versa.

This finding aligns with the rationale behind the study. While both supervisory and technical assistance skills are important in school leadership, they do not always develop together. According to KU SOE (2025), school administrators are expected to manage both instruction and operations effectively. However, Lamb (as cited in Orawczyk, 2024) and Eyana et al. (2024) emphasized that many administrators gain their supervisory skills through experience rather than formal training, which could result in skill gaps. Likewise, De Los Reyes and Paglinawan (2024) highlighted that many administrators struggle with technology use, a key part of technical assistance.

Since the results show no strong connection between the two skill sets, it reinforces the need for targeted professional development programs. Supervisory and technical skills should not be treated as one-size-fits-all. Instead, programs must be designed to address each area separately to help school administrators grow in both fields. As Baltazar and Orongan (2024) suggest, mentorship and structured training can enhance leadership effectiveness. Thus, the study underlines the importance of developing a well-rounded professional development plan based on the distinct needs of administrators in San Juan District.

Proposed Professional Development Program for School Administrators in San Juan District

Rationale. The study revealed that school administrators in San Juan District have similar levels of supervisory and technical assistance skills, but both areas require continuous improvement to meet the evolving demands of modern education. Since administrators are key leaders in supporting teachers and managing schools, strengthening these skills is essential for improving school performance and student outcomes. The fast pace of technological change and increasing complexity in educational management make professional development vital. This program is designed to help school administrators build on their current skills, address gaps, and stay updated with best practices to lead effectively and support teaching and learning in their schools.
Goal. To enhance the supervisory and technical assistance skills of school administrators in San Juan District through targeted training and mentoring, enabling them to provide effective leadership and support that improves school management and student achievement.

III. Proposed Professional Development Program

Program Component	Description	Objectives	Activities	Duration
1. Supervisory Skills Training	Workshops on instructional supervision, performance monitoring, and feedback techniques.	Improve abilities to evaluate teaching, give constructive feedback, and support teacher growth.	Interactive workshops, role-playing scenarios.	3 days
2. Technical Assistance Skills	Training on technology integration, ICT tools, and digital communication for school management.	Enhance skills in using technology for administration and support of teaching innovation.	Hands-on ICT sessions, case studies.	2 days
3. Mentoring and Coaching	Pairing experienced administrators with less experienced ones for guidance and sharing best practices.	Build confidence and provide practical advice on handling supervisory and technical challenges.	Regular mentoring meetings, peer observations.	6 months (ongoing)
4. Strategic Planning	Sessions on planning, resource management, and data-driven decision-making in schools.	Develop strategic thinking and problem-solving skills to improve school performance.	Group planning workshops, scenario analysis.	2 days
5. Leadership and Communication	Training on leadership styles, conflict resolution, and effective communication within the school community.	Strengthen leadership presence and promote a positive, collaborative school culture.	Seminars, group discussions, role-play exercises.	2 days
6. Follow-up and Evaluation	Post-training assessment and feedback to measure skill improvement and program effectiveness.	Ensure continuous development and adjust program based on participant needs and outcomes.	Surveys, performance reviews, feedback sessions.	Year Round

Chapter 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendations based on the gathered, analyzed, and interpreted results.

Summary

This study aimed to determine the level of supervisory and technical assistance skills of school administrators in San Juan District. Specifically, it sought to: (1) describe the level of supervisory skills of the school heads, (2) assess their technical assistance skills, and (3) find out if there is a significant relationship between these skills and selected school-related or personal factors. The results of the study served as the foundation for designing a professional development program tailored to the needs of school administrators in the district.

To achieve these objectives, the researcher used a descriptive-correlational design. The descriptive part focused on identifying the current level of supervisory and technical assistance skills of the respondents. The correlational part analyzed whether there were significant connections between these skills and certain factors such as age, years of experience, educational attainment, and school size. This design was suitable because it allowed the researcher to gather actual data from the field and analyze possible relationships without altering any conditions.

The study used purposive sampling. This technique was selected to target only those who are most qualified to answer the research questions—specifically, school heads who are actively serving in their roles across the San Juan District. A total of 30 school administrators participated in the study. These respondents were chosen based on their roles as school leaders responsible for providing supervision and technical assistance to their teachers.

The data were collected using a researcher-made questionnaire that focused on measuring supervisory and technical assistance skills. Before using the tool, the researcher sought the opinion of experts to validate the contents. The questionnaire was evaluated by a group of professionals in education and school administration, and the average weighted mean was found to be 4.55, indicating a high level of content accuracy and relevance. After the validation, a reliability test was conducted using Cronbach’s Alpha method. The test yielded a reliability score of 0.971, which confirmed that the instrument was dependable and consistent.

Once the questionnaire was finalized, it was distributed to the respondents over a two-week period. The school heads were given time to answer the questionnaire honestly and return it through the district office. The data were carefully collected, tallied, and encoded for analysis.

In terms of data analysis, both descriptive and inferential statistics were used. Frequency, percentages, and the average weighted mean were used to describe the responses and assess the level of skills among the school administrators. These results were then interpreted using a descriptive equivalent rating to make them easier to understand.

To explore the relationships between variables, the study used several inferential tools depending on the data type. These included Point Biserial correlation, Chi-square test, Spearman rank correlation, and Pearson r.

The analysis of gathered data revealed the following results:

Profile of the School Administrators in San Juan District

In terms of age, most of the respondents were between 50 to 59 years old, accounting for 60% of the total. This was followed by those aged 40 to 49 years old at 33.33%, while only 6.67% were in the 30 to 39 age group. In terms of sex, a majority were female, making up 66.67%, while males made up 33.33% of the respondents. In terms of civil status, most of the participants were married (90%), with only 10% identified as single.

In terms of highest educational attainment, 40% of the respondents had earned units in a doctoral program, while 26.67% had completed their doctorate degrees. Additionally, 16.67% obtained a master’s degree and another 16.67% were still pursuing their master’s studies. In terms of years in service, a large portion (33.33%) served for 21 to 25 years. The rest had varying lengths of service: 16.67% had worked for 16 to 20 years, while smaller groups had served either fewer or more years.

In terms of relevant training, 33.33% had attended 10 or fewer training. Meanwhile, 20% attended 11 to 20 training courses and another 20% attended 21 to 30 training. A few respondents attended 31 to 50 training, while 13.33% attended more than 50.

Supervisory and Technical Assistance Skills of School Administrators in the San Juan District

In terms of school management, the school administrators in the San Juan District were generally found to be very competent. They showed strong abilities in setting goals, planning strategically, and aligning school resources with priorities. They were also effective in managing school finances, organizing records, and maintaining the physical condition of the school to ensure a positive learning environment. Tasks were completed on time, and operational issues were resolved efficiently. They made sure policies were followed and regularly reviewed school operations to find ways to improve. All areas of management showed a consistently high level of performance, with an overall average weighted mean of 4.33, which falls under the “Very Competent” category.

In terms of leadership, the administrators also showed a strong performance. They clearly communicated the school’s vision and inspired both staff and students to strive for excellence. They promoted collaboration, fairness, and continuous learning within the school. Leadership was especially evident in how they handled changes, resolved conflicts, and included parents and the community in school activities. Integrity and innovation were also highly recognized in their leadership practices. Just like in management, the average score for leadership was also 4.33, which means they were rated as “Very Competent” overall in leading their schools.

Relationship between the Supervisory and Technical Assistance Skills and School Administrators’ Profiles of San Juan District

In terms of the relationship between the school administrators’ profiles and their supervisory and technical assistance skills, the results show that none of the variables had a significant connection. All the p-values were greater than 0.05, which means there is no strong evidence that age, sex, civil status, educational attainment, years in service, or relevant training directly affect how administrators perform their supervisory or technical assistance roles.

Difference between the Supervisory and Technical Assistance Skills of School Administrators in San Juan District

In terms of the relationship between supervisory and technical assistance skills of school administrators in San Juan District, the findings show a weak positive correlation. The Pearson correlation value is 0.181, which suggests only a slight link between the two skill areas. However, since the significance value is 0.338, which is higher than 0.05, this result is not statistically significant.

Proposed Professional Development Program for School Administrators in San Juan District

The Professional Development Program for school administrators in San Juan District is designed to improve both their supervisory and technical assistance skills. This program focuses on helping administrators become better at observing and supporting teachers, giving clear feedback, and resolving conflicts in a fair way. It also aims to strengthen their ability to guide teachers in using new teaching methods and technology effectively in the classroom. The program includes training sessions, workshops, and hands-on activities that match the specific needs of the administrators.

Conclusions

From the presented results, the following conclusions are drawn:

Most school administrators in San Juan District are between 50 to 59 years old, with females making up the majority. Most are married and have advanced educational backgrounds, with many pursuing or holding doctoral degrees. They have varying years of service, with the largest group serving 21 to 25 years. Many have also attended several relevant training sessions, although the number of training attended varies widely.
The school administrators demonstrate strong supervisory skills. They are very skilled in observing classrooms, giving useful feedback, helping teachers improve, managing school operations, and ensuring school policies are followed. Overall, their supervisory abilities are rated as highly competent.
The technical assistance skills of the administrators are also highly rated. They effectively support teachers in using technology, provide needed resources, organize training, and tailor their help based on teacher needs. These skills help improve teaching and learning in their schools.
There is no significant relationship between the administrators’ personal profiles—such as age, sex, civil status, education, years of service, or training—and their supervisory or technical assistance skills. This means these factors do not strongly influence their performance in these areas.
The relationship between supervisory skills and technical assistance skills is positive but weak and not statistically significant. This shows that while the two skills are somewhat related, one does not necessarily predict the other.
The proposed Professional Development Program aims to build on these findings by offering targeted training and support. It focuses on improving administrators’ abilities to supervise teachers effectively and provide technical assistance, especially in using modern teaching strategies and technology. This program is designed to meet the specific needs of school administrators to help them lead their schools more successfully.

Recommendations

Based on the results of the study, the following recommendations are hereby presented:

Since most school administrators are experienced but vary in age and training, the district should offer continuous and updated training programs. These programs can help all administrators, regardless of their background, to keep their skills sharp and stay current with new educational practices.
The district should focus on strengthening both supervisory and technical assistance skills through practical workshops. These workshops should include how to give effective feedback, manage conflicts fairly, and support teachers in using new technologies and teaching methods.
Because personal profiles like age and years of service do not strongly affect skills, professional development should be open to all administrators, making sure no one is left behind based on these factors.
To improve the weak link between supervisory and technical assistance skills, integrated training sessions that connect these two areas should be developed. This will help administrators become well-rounded in both supervising and supporting teachers technically.
The district should encourage a culture of collaboration where school administrators share best practices and learn from each other’s experiences, especially in handling supervisory tasks and technical challenges.
Finally, regular assessment and follow-up should be done to monitor the effectiveness of the professional development program. Feedback from administrators should be used to continuously improve training content and delivery.

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APPENDIX A

REQUEST LETTER FOR PERMISSION TO CONDUCT STUDY

Republic of the Philippines

LYCEUM NORTHWESTERN UNIVERSITY

Institute of Graduate and Professional Studies

Dagupan City, Philippines

JORGE M. REINANTE, CESO VI

Schools Division Superintendent

Office of the Schools Division Superintendent

Sir/Madam:

Greetings from our Almighty Father!

The undersigned is presently conducting dissertation entitled “SUPERVISORY PRACTICES AND TECHNICAL ASSISTANCE EFFICACY OF SCHOOL ADMINISTRATORS IN SAN JUAN DISTRICT”in partial fulfillment for the degree Doctor of Philosophy Major in Educational Management at the Lyceum-Northwestern University, Institute off Graduate and Professional Studies, Dagupan City.

In line with this, may I request your good office to allow me to administer questionnaire in your school to take part of the study.

Thank you for your generous assistance and support in this endeavor.

Very truly yours,

JOANNA MARIE A. BACANI

Researcher

Noted:

CHRISTOPHER A. DE VERA, Ed.D.

Adviser

APPENDIX B

LETTER TO RESPONDENTS

Republic of the Philippines

LYCEUM NORTHWESTERN UNIVERSITY

Institute of Graduate and Professional Studies

Dagupan City, Philippines

___________________________

Public Schools District Supervisor

San Juan District

Sir/Madam:

Greetings!

The undersigned is presently conducting dissertation entitled “SUPERVISORY PRACTICES AND TECHNICAL ASSISTANCE EFFICACY OF SCHOOL ADMINISTRATORS IN SAN JUAN DISTRICT”in partial fulfillment for the degree Doctor of Philosophy Major in Educational Management at the Lyceum-Northwestern University, Institute off Graduate and Professional Studies, Dagupan City.

In line with this, may I request the full participation of the School Heads to take part in this study as a chosen. Rest assured that the data will be kept confidential and will be used solely for this study.

Thank you and God bless!

Very truly yours,

JOANNA MARIE A. BACANI

Researcher

Noted:

CHRISTOPHER A. DE VERA, Ed.D.

Adviser

APPENDIX C

QUESTIONNAIRE

SUPERVISORY PRACTICES AND TECHNICAL ASSISTANCE EFFICACY OF SCHOOL ADMINISTRATORS IN SAN JUAN DISTRICT

Name (Optional): _______________________________________________

Name of School: ____________________________________________

Part I. PROFILE

Directions: The following is the basic information about you that is needed for this study. Kindly put a check (/) mark corresponding to your answer to each piece of information needed.

Age: ______

Sex: ( ) Male ( ) Female

Civil Status: ( ) Single ( ) Married ( ) Widow/er

Highest Educational Attainment:

( ) Bachelor’s Degree ( ) Doctoral Units

( ) MA Units ( ) Acad. Req. Doctoral

( ) Acad. Req. MA ( ) Doctoral Degree

( ) MA Degree

Years in Service:

( ) 0-3 yrs. ( ) 7-9 yrs. ( ) 13-15 yrs.

( ) 4-6 yrs. ( ) 10-12 yrs. ( ) 16 yrs. & above

Number of Relevant Training: _______

Part II. Perceived Supervisory and Technical Skills of School Administrator in San Juan District

Directions: Please check the column corresponding to your answer. (Five (5) is the highest score)

Score Descriptive Equivalent

5 Very Highly Skilled

4 Highly Skilled

3 Moderately Skilled

2 Slightly Skilled

1 Not Skilled

Supervisory Skills	VH 5	H 4	M 3	L 2	VL 1
Regularly conducts effective and unbiased classroom observations to assess teaching practices.
Provides actionable, clear, and supportive feedback to improve teaching methods.
Guides teachers in adopting effective teaching strategies aligned with educational goals.
Tracks and evaluates student performance as a measure of teaching effectiveness.
Resolves disputes between teachers, staff, and stakeholders professionally.
Identifies areas for teacher improvement and organizes relevant professional development programs.
Efficiently schedules and prioritizes tasks related to supervisory responsibilities.
Ensures the proper implementation of school policies and educational standards.
Encourages collaboration among staff to foster a positive and productive school environment.
Adopts new supervisory practices in response to changing educational trends and needs.
Technical Assistance Skills
Guides teachers in integrating technology into the classroom to enhance learning.
Assists teachers in identifying and resolving technical and instructional challenges effectively.
Offers readily accessible tools, resources, or materials to support teaching practices.
Organizes and facilitates technical training sessions for teachers and staff.
Supports teachers in resolving technical issues related to school systems or software.
Demonstrates expertise in using and teaching modern educational technology platforms and tools.
Assists in analyzing and interpreting data to improve instructional outcomes.
Tailor’s technical assistance is based on individual teacher needs and skill levels.
Consistently checks the application and impact of technical assistance provided to teachers.
Build partnerships with external organizations to acquire advanced technical resources or expertise.

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