Administrative Alternative Solution and Predicament Supervision in the New Normal Education in Public Elementary Schools

Abstract

Supervision in the new normal has also proven to be highly problematic. In school heads faced challenges in monitoring teachers remotely while also dealing with increased administrative workloads and fragmented communication lines. This study examined the relationship between administrative alternative solutions and predicament supervision in the context of new normal education in public elementary schools within the Braulio E. Dujali District, Division of Davao del Norte. Employing a non-experimental quantitative research design with a correlational method, the study utilized purposive sampling and involved 165 teacher-respondents from the district. Statistical tools used included the mean, Pearson Product-Moment Correlation Coefficient (Pearson r), and multiple regression analysis. The results revealed that both administrative alternative solutions and predicament supervision were rated high and consistently manifested by the respondents. Moreover, components of new normal education such as instructional methods, social background, and course management systems were likewise evident at all times. The results indicated a significant relationship between administrative alternative solutions and predicament supervision. Moreover, the domains of administrative alternative solutions significantly influenced predicament supervision. These findings provide valuable insights for schools, school heads, teachers, parents, and learners. They offer a clear empirical basis for understanding the dynamics of educational leadership and supervision in the new normal, ultimately supporting efforts to enhance the quality and effectiveness of virtual teaching and learning processes. Future researchers are encouraged to explore the impact of administrative alternative solutions on broader school outcomes such as teacher well-being, student discipline, and institutional performance. Mixed-method and comparative research across different divisions, grade levels, or school typologies may yield deeper insights into how administrative effectiveness shapes supervisory success and educational quality over time.