This study was conducted to find out the supervisory roles and functions of elementary school administrators of Bagabag I District: Their relation to school performance. Particularly, it sought to answer the following areas of concern: profile of the school principals and teachers; perceived level of performance on the supervisory roles and functions of the principal in terms of competence and leadership, supervisory roles towards teachers and competence as stewards of students. The study involved a total of 86 respondents comprising principals, sample of permanently hired teachers according to position Teacher I-III, Master Teachers of the 12 public elementary schools in the District of Bagabag 1 Division of Nueva Vizcaya.

A survey questionnaire coupled with data analysis based from the Educational Management Information System (EMIS) was the primary data gathering tools. The study was conducted for the School Year 2014-2015.

Results revealed that in terms of the profile of the school principals, majorities were females, married and most respondents occupy Teacher I to III positions. Majority obtained baccalaureate degrees while only a few pursued post-graduate studies. As to the perceived level of supervisory roles and functions of the school principal along competence and leadership, supervisory roles towards teachers, and the principal's competence as stewards of students, they rated positively all these areas. The school performance of the elementary schools as reflected through the pupil performanceindicators shows that they were performing nearly within the standards in terms of participation, retention, survival, repetition, promotion, completion, drop-out, graduation, failure and achievement rate. They were compliant to the national standard of 100% graduation rate of pupils. When the perceptions of the school principals were compared in terms of gender on the areas of the principal's competence and leadership, supervisory roles towards teachers, and the competence as stewards of students, the male and females had similar perceptions. In terms of civil status, the perceptions of the married and single respondents were similar across all areas of the supervisory roles and functions of a school principal. In terms of position, the Teacher 1-3 positions gave higher marks to the different areas of the functions and duties of a school principal compared to those who occupy the Master Teacher position. Comparing the perceptions of the respondents considering the length of service, those who had 10 years and below service had higher means perceptions compared to those with 11-20 years and 21 years and above service on the areas of principal's competence and leadership, and supervisory roles towards teachers. However, all groups had similar perceptions on the competencies of the principal as stewards of students. Overlapping of school activities and lack of school funds to finance school activities emerged as the dominant problems that affect the school improvement initiatives of the school principals.

Thesis (Master of Education - Educational Administration)

Includes appendices and bibliographical references.