Level of Synergistic Supervision, Job Satisfaction and Job Performance of Science Teachers in San Isidro National High School: A Case Study

Abstract

Supervision is essential in education for teachers to be guided in the performance of their job. Henceforth, for improvement in the teaching-learning process, the supervision style of headteachers needs to be evaluated. This study examined the perception of the science teachers on the synergistic supervision style of the science headteacher in a public secondary school. Moreover, the correlation between synergistic supervision and job performance was validated.  There are four components in synergistic supervision, namely dual focus, joint effort, focus on competence, and two-way communication. Results revealed that the science teachers were often satisfied with the components' dual focus, focus on competence, and joint effort.   For two way communication, the headteacher's rating given by the teachers was seldom satisfied. The level of job satisfaction of teachers was also studied. Results showed that teachers were often satisfied with their job. The Individual Performance Commitment and Review Form (IPCRF) became the basis for evaluation for science teachers' job performance. Based on the IPCRF, the ratings revealed that the science teachers performed their job very satisfactorily.  Statistical analysis showed that there is no association between the components of synergistic supervision and job performance.