School Heads’ Time Management Skill, Instructional Supervision and Technical Support

This study aims to determine the school heads’ time management skill, instructional supervision and technical support as assessed by teachers in the municipality of Consolacion, Province of Cebu, Philippines for the school year 2024-2025. The respondents were elementary teachers in the municipality of Consolation, Cebu, selected through random sampling. These elementary teachers were classified according to educational attainment, position, length of service, school size and school location. This study used the descriptive-correlation research design. The data gathering instrument was validated and pilot-tested to 30 elementary teachers from different districts in the province of Cebu, Philippines. Cronbach’s alpha was employed to determine the instrument’s reliability.  The collected data were checked, tallied, processed, analyzed, and interpreted using the Statistical Package for the Social Sciences (SPSS). Statistical tools, including frequency count, percentage, mean for descriptive questions, and t-test for two independent samples, One-way ANOVA, and Pearson’s r for inferential questions, were employed to analyze the data. All statistical computations were processed using the SPSS software, with a significance level set at 0.05. The results showed that the teachers assessed the time management skill and instructional supervision of their school heads were very high, while their technical support was only high. Furthermore, the teachers’ position, school location, educational attainment, and school size determined their assessment of their school heads’ level of time management skill, instructional supervision, and technical support. The teachers assessed that when the school heads’ time management skill is very high, their instructional supervision and technical support also increase.