📄 Abstract
The primary objective of this phenomenological study explore how instructional supervision can be enhanced and to understand how school leaders dynamically develop through their daily supervisory practices in the context of Values Education. This study utilized a qualitative phenomenological research design to deeply analyze the authentic lived experiences, challenges, and management strategies of school heads. The participants consisted of school heads from the Davao City Division who actively engage in supervising and mentoring teachers in Values Education. The findings revealed four major insights aligned with the research goals: school heads experience supervision as a supportive, guidance-oriented process but face operational challenges like heavy administrative workloads, limited observation time, and a severe lack of specialized instructional materials; to manage these constraints, leaders implement collaborative strategies, open communication, and flexible scheduling; navigating these supervisory duties deeply transforms their professional identity, significantly increasing administrative patience and shifting behaviors from rigid compliance checking to trust-based mentoring; and effective supervision must be continuous, flexible, and responsive to real classroom realities to reduce teacher anxiety and maximize student character growth. Based on these findings, it is recommended that school heads shift away from traditional, top-down monitoring toward supportive coaching models, and that teachers participate openly in feedback sessions without fear. Furthermore, curriculum designers must create localized materials matching the context of the Davao City Division, while human resource development personnel should institutionalize training programs on social-emotional leadership. Finally, future researchers should expand this study across the Davao Region to statistically measure coaching impacts.
🏷️ Keywords
📚 How to Cite:
Jun Mar C. Seno , LIVED EXPERIENCES OF SCHOOL HEADS IN INSTRUCTIONAL SUPERVISION OF VALUES EDUCATION: A PHENOMENOLOGICAL STUDY , Volume 11 , Issue 6, June 2026, EPRA International Journal of Research & Development (IJRD) , Pages: 397 - 415 ,