DIGITAL INSTRUCTIONAL SUPERVISION: REDEFINING TEACHING SUPPORT AMONG ELEMENTARY EDUCATION IN NORTH DISTRICT OF TACURONG CITY

Abstract

In the digital era, instructional supervision has evolved to incorporate technology, addressing gaps in traditional models amid post-pandemic hybrid learning. This study examines how digital instructional supervision redefines teaching support for elementary teachers in Tacurong City's North District, Philippines, during the 2025-2026 school year. Employing a qualitative narrative inquiry design, it purposive sampled 15 experienced teachers via semi- structured interviews and focus group discussions (FGD), validated by expert panels and analyzed through thematic analysis adapted from established protocols. Grounded in TPACK, Transformational Leadership, and Systems Theories, findings reveal teachers' experiences with tools like Zoom observations and online feedback, highlighting benefits such as flexibility, real- time mentoring, and collaboration alongside challenges including connectivity issues, digital literacy gaps, and infrastructure limitations. The study underscores digital supervision's potential to enhance professional growth and instructional quality while urging DepEd to invest in training, equitable tech access, and policies aligned with SDG 4. These insights offer a model for rural education transformation, addressing the digital divide to foster sustainable teaching support. Keywords: Digital Instructional Supervision, Narrative Inquiry, TPACK Framework, Teaching Support, Elementary Education