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

Rodelie R Orcullo, Josephine B Baguio

► To cite this version:

Rodelie R Orcullo, Josephine B Baguio. Administrative Alternative Solution and Predicament Supervision in the New Normal Education in Public Elementary Schools. Asian Journal of Advanced Research and Reports, 2025, 19 (6), pp.324-335. 10.9734/ajarr/2025/v19i61062. hal-05203224

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

Rodelie R. Orcullo a++ and Josephine B. Baguio a#*

a Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

## Authors' contributions

This work was carried out in collaboration between both authors. Both authors read and approved the final manuscript.

## Article Information

DOI: https://doi.org/10.9734/ajarr/2025/v19i61062

## Open Peer Review History:

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here:

https://pr.sdiarticle5.com/review-history/138572

## Original Research Article

Received: 14/04/2025

Accepted: 19/06/2025

Published: 25/06/2025

## 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

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>*Corresponding author: Email: josephinebbaguio@outlook.com;</footnote>
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.

Keywords: Administrative alternative solution; predicament supervision; new normal education; public elementary schools.

# 1. INTRODUCTION

The functions of school administrators include the administration of teaching programs, personnel management of staff, human resource management, financial and physical resource management, stakeholders' relationship management, and maintenance of a conducive environment that promotes safety and security for both learners and teachers (Villanueva & Buenbrazo, 2023). The onset of the COVID-19 pandemic drastically altered the landscape of educational supervision, especially in public elementary schools. With the abrupt shift to distance learning and modular delivery, school administrators and instructional leaders encountered unprecedented challenges in maintaining quality supervision (Loose & Ryan, 2020). The principals were under pressure from both the national and provincial education departments to implement the COVID-19 response guidelines in a complex and turbulent environment. As leaders in schools during this crisis, principals were relied upon by both the national and provincial education departments keen on saving the academic year. Hence, quick-fix policy responses and decisions caused tensions between the policymakers at the national level and Joint Teacher Unions (Mchunu et al., 2022). Predicament supervision in the new normal refers to the complex and often conflicting responsibilities of ensuring instructional effectiveness, supporting teacher performance, and achieving learning outcomes amid limited physical interaction, insufficient technological infrastructure, and evolving health protocols (Mulyanti, 2023). Supervisors were forced to

adapt to non-traditional methods with little preparation or support, leading to issues such as reduced instructional monitoring, ineffective feedback loops, and teacher demotivation. These compounded difficulties underline the need to reassess and innovate supervisory practices to meet the demands of the current educational environment (Banaks, 2024).

Globally, educational leaders have faced comparable predicaments in supervision under the new normal. In India, supervision became increasingly difficult due to the digital divide and lack of access to reliable internet services, especially in rural areas, leaving many educators without proper guidance (Ware, 2023). In South Africa, supervisors struggled to monitor remote instruction due to inequities in digital readiness and insufficient professional development for online supervision (Van Rheede, 2023). Meanwhile, in Brazil, the decentralized education system further complicated supervisory processes, with local school heads bearing the burden of interpreting and enforcing national guidelines without adequate support (Zancajo et al., 2021). These international experiences reveal a common struggle: ensuring effective instructional supervision during a time of rapid and often chaotic transition to remote and blended learning models.

In the Philippines, 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 (Alipio &
Pregoner, 2020). The lack of stable internet and limited access to digital tools made it difficult for supervisors to conduct virtual classroom observations and provide timely feedback (Reyes-Chua et al., 2020). Meanwhile, geographic isolation compounded by poor connectivity and health restrictions hindered instructional leaders from effectively implementing DepEd's Learning Continuity Plan (Martin, 2022). These examples highlight the diverse yet interconnected struggles experienced across regions in the country, emphasizing the urgent need for context-sensitive administrative innovations.

Administrative alternative solutions refer to strategic, adaptive practices initiated by school leaders to navigate and mitigate the supervision challenges posed by the new normal. These include the use of asynchronous monitoring tools, blended supervisory models, community-based partnerships, and data-driven decision-making frameworks (Paymalan & Budias, 2023). The relationship between administrative alternatives and predicament supervision lies in the capacity of school leaders to transform constraints into opportunities for innovation. When thoughtfully implemented, alternative solutions can address gaps in instructional oversight, foster stronger support systems for teachers, and promote resilience in the education system (Kangas-Dick & O'Shaughnessy, 2020). Thus, the study seeks to explore how such administrative measures can alleviate the ongoing issues in supervisory practices under the new normal setup.

While numerous studies have examined the impact of the pandemic on teaching and learning, there remains limited empirical investigation into the specific relationship between administrative alternative solutions and the supervision challenges faced by public elementary schools during the new normal. Much of the existing literature focuses on curriculum delivery or teacher performance, with less emphasis on how school leaders adapt their supervisory roles. Furthermore, there is a scarcity of localized research, particularly in smaller districts, that captures the nuanced experiences of supervisors navigating the complexities of this new educational paradigm. Addressing this gap is essential for formulating effective, scalable, and context-responsive administrative practices.

This study aims to examine the relationship between administrative alternative solutions and

predicament supervision in the new normal education in public elementary schools within the Braulio E. Dujali District, under the Division of Davao del Norte. It seeks to identify the specific challenges encountered by school heads in supervising instruction during the pandemic, document the alternative strategies they adopted, and evaluate the effectiveness of these strategies in addressing supervisory dilemmas. Ultimately, the study intends to offer practical insights and policy recommendations that can strengthen school leadership and improve educational outcomes in the face of ongoing disruptions.

## 1.1 Statement of the Problem

This study aimed to determine the relationship between administrative alternative solutions and predicament supervision in the new normal education in public elementary schools in Braulio E Dujali District, Division of Davao Del Norte. Specifically, it sought to answer the following questions:

1. What is the level of administrative alternative Solutions of teachers in public elementary schools in terms of:

1.1 division of work,

1.2 initiative and

1.3 order?

2. What is the level of predicament supervision in public elementary schools in terms of:

2.1 human factors,

2.2 processes,

2.3 technology and

2.4 regulations?

3. Is there significant relationship between administrative alternative solution and predicament supervision of teachers?

4. Which domains of administrative alternative solution significantly influence predicament supervision of teachers?

## 1.2 Hypotheses

To address the research questions objectively, the following null hypotheses were tested at the 0.05 level of significance:

There is no significant relationship between administrative alternative solutions and predicament supervision of teachers.
<figure><img src="image_3.png" /><figcaption>Fig. 1. Conceptual framework of the study</figcaption></figure>

None of the domains of administrative alternative solutions significantly influence predicament supervision of teachers.

## 2. METHODOLOGY

### 2.1 Research Design

This study employed a non-experimental quantitative research design utilizing the correlational method. This design was appropriate for examining the degree of association between administrative alternative solutions and predicament supervision in the context of the new normal education among public elementary school teachers. According to Baguio and Baguio (2025), a correlation between two variables may arise either from a consistent pattern of variation or due to shared influencing factors. In this study, the correlational method enabled the researcher to determine whether administrative alternative solutions—reflected in practices such as division of work, initiative, and order, have a significant relationship with the nature of predicament supervision, which includes challenges related to human factors, processes, technology, and regulations. By analyzing the relationships between these constructs, the study sought to generate empirical evidence that may guide school administrators and educational policymakers in designing responsive and effective supervisory and administrative approaches suited to the demands of the new normal education.

### 2.2 Research Respondents

The respondents of this study were 165 teachers from public elementary schools in the Braulio E. Dujali District, Division of Davao del Norte. All participating teachers had at least three years of

teaching experience in the public elementary school system. The researcher employed universal sampling in selecting the respondents, meaning the entire population of qualified teachers from the selected schools was included in the study. These participants were deemed knowledgeable and capable of providing reliable data relevant to administrative alternative solutions and predicament supervision in the new normal education. The study was conducted during the school year 2022–2023, and the data gathered were based on valid, informed responses from the teacher-participants.

### 2.3 Research Instrument

The instruments used in this study were self-made survey questionnaires developed to assess the administrative alternative solutions and the predicament supervision experienced by teachers in the new normal education setup in public elementary schools within the Braulio E. Dujali District, Division of Davao del Norte. These instruments were constructed by the researcher based on an extensive review of relevant literature and previous studies on educational administration, supervision, and crisis-responsive management practices. Prior to their actual use, the draft questionnaires underwent face and content validation by a panel of experts in Educational Leadership and Management. The feedback provided by the panel was used to revise and refine the items to ensure clarity, relevance, and alignment with the study's objectives.

To ensure the instruments' reliability and validity, a pilot test was conducted involving 30 public elementary school teachers from a neighboring district who were not included in the actual sample. The pilot test results showed high
internal consistency, with a Cronbach's Alpha of 0.921 for the Administrative Alternative Solutions subscale and 0.934 for the Predicament Supervision subscale.

## 2.4 Data Gathering Procedure

The data for this study were collected through a series of carefully planned procedures to ensure ethical integrity and methodological rigor. The researcher first obtained an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and secured ethical clearance from the institution's Ethics Review Committee, following established guidelines for research involving human participants. Once these approvals were granted, a formal request letter was submitted to the Office of the Schools Division Superintendent of Davao del Norte. Upon the Division Office's approval, an endorsement letter was issued to the School Heads of public elementary schools in the Braulio E. Dujali District, along with a formal request to allow the conduct of the study in their respective schools.

With all necessary approvals in place, the researcher conducted a pilot test of the survey instruments to verify their reliability and validity. The study's purpose and clear instructions were explained to the pilot participants to ensure the accuracy of their responses. Based on the pilot test results and expert feedback, revisions were made to finalize the instruments. The validated questionnaires were then distributed to the respondents, who were selected using the universal sampling method. After the teachers completed the survey, the researcher personally retrieved the accomplished questionnaires. The collected data were forwarded to a professional statistician for tallying, tabulation, statistical analysis, and interpretation in alignment with the study's research objectives.

## 2.5 Data Analysis

To analyze the data collected and effectively address the research questions of this study, the following statistical tools were utilized:

Mean. This was employed to determine the level of manifestation of administrative alternative solutions and predicament supervision in the context of new normal education among public elementary school teachers. It provided an overall evaluation of the respondents' responses across each item and subscale, offering insights

into general trends and patterns in administrative practices, supervisory challenges, and educational adjustments.

Pearson Product Moment Correlation Coefficient (Pearson r). This statistical tool was used to assess the degree of relationship between administrative alternative solutions and predicament supervision, as well as between each of these variables and new normal education. It measured whether statistically significant linear correlations existed among the core variables examined in the study.

Multiple Regression Analysis. This was applied to determine the extent to which the domains of administrative alternative solutions significantly influenced the predicament supervision of teachers. It enabled the researcher to identify which specific administrative strategies served as strong predictors in addressing the supervision-related challenges encountered during the implementation of new normal education.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Administrative Alternative Solutions of Teachers

Presented in Table 1 is the level of administrative alternative solutions as perceived by public elementary school teachers, categorized across three key domains: division of work, initiative, and order. The results are based on the computed mean scores and their corresponding descriptive levels. All three domains were rated as high, indicating a strong presence of administrative strategies in schools. The domain of initiative recorded the highest mean score of 4.12, followed by order with a mean of 4.08, and division of work with a mean of 4.02. The overall mean was 4.07, which also falls under the high descriptive level.

<table><caption>Table 1. Level of administrative alternative solutions of teachers</caption><thead><tr><td>No</td><td>Domains</td><td>Mean (x)</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>1.</td><td>division of work</td><td>4.02</td><td>High</td></tr><tr><td>2.</td><td>Initiative</td><td>4.12</td><td>High</td></tr><tr><td>3.</td><td>Order</td><td>4.08</td><td>High</td></tr><tr><td colspan="2">Overall</td><td>4.07</td><td>High</td></tr></tbody></table>

These findings suggest that teachers perceive the administrative practices in their schools as consistently supportive and well-executed,
particularly in terms of encouraging initiative, maintaining organizational order, and promoting a fair division of responsibilities. The highest score in initiative indicates that administrators often encourage proactive behavior and decision-making among teachers, fostering a sense of autonomy and leadership. The high rating in order implies that schools maintain structured and systematic operations, which contribute to a stable working environment. Meanwhile, the strong score in the division of work reflects that tasks are distributed appropriately, allowing teachers to manage their workloads efficiently. Collectively, these results reflect a well-functioning administrative system that contributes positively to the professional climate in public elementary schools within the Braulio E. Dujali District.

This finding supports the work of Morris et al., (2020), who emphasized that effective administrative strategies, such as clear task delegation, encouragement of initiative, and maintenance of order, create a school environment where teachers can thrive professionally. When administrative alternative solutions are well-implemented, teachers experience a stronger sense of direction, autonomy, and support in their day-to-day responsibilities. The high overall mean score of administrative alternative solutions suggests that the respondents perceive school leadership practices as organized, proactive, and conducive to maintaining operational stability.

In line with the insights of Meyer et al. (2023), schools that emphasize initiative and order are more likely to foster a culture of shared leadership and accountability. The strong rating in the domain of initiative indicates that administrators in the studied schools empower teachers to take action, make instructional decisions, and actively contribute to problem-solving efforts. Likewise, the high score in the order domain reflects the presence of structured routines and systematic processes, which are essential for managing both instructional and administrative tasks in the new normal educational setting.

Moreover, the results are consistent with the findings of Ortan et al. (2021), who asserted that the equitable division of work among teaching staff enhances job satisfaction, reduces burnout, and promotes collaboration. The high score in the division of work domain suggests that roles and responsibilities are fairly distributed, allowing

teachers to manage their workload efficiently. Overall, the findings affirm the importance of adaptive and well-coordinated administrative practices in maintaining school functionality and boosting teacher morale, especially under the evolving demands of the new normal education landscape.

## 3.2 Level of Predicament Supervision of Teachers

Presented in Table 2 is the level of predicament supervision among public elementary school teachers, categorized across four domains: human relations, processes, technology, and reputation. The results are based on the computed mean scores and their corresponding descriptive levels. All four domains were rated as high, indicating that teachers consistently experience supervisory challenges that are significant but manageable within the educational context. The domain of processes garnered the highest mean score of 4.09, followed by technology with a mean of 4.02, reputation at 4.00, and human relations at 3.92. The overall mean was 4.01, which also falls under the high descriptive level.

<table><caption>Table 2. Level of predicament supervision of teachers</caption><thead><tr><td>No</td><td>Items</td><td>Mean (x)</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>1</td><td>Human relations</td><td>3.92</td><td>High</td></tr><tr><td>2</td><td>Processes</td><td>4.09</td><td>High</td></tr><tr><td>3</td><td>Technology</td><td>4.02</td><td>High</td></tr><tr><td>4</td><td>Reputation</td><td>4.00</td><td>High</td></tr><tr><td colspan="2">Overall</td><td>4.01</td><td>High</td></tr></tbody></table>

These findings suggest that teachers face various supervision-related predicaments in the new normal education setup, with the most pronounced issues arising in the area of processes. This reflects the difficulty in aligning supervisory procedures with rapidly changing educational demands, particularly in adapting protocols, evaluation standards, and communication flows. The high mean in technology indicates that digital tools and platforms, while widely used, continue to pose challenges in terms of access, proficiency, and integration into daily supervision.

The strong score in reputation implies that the public image and perceived credibility of supervisory practices are important to teachers, potentially influencing their trust in school
leadership and institutional support. Meanwhile, human relations, although rated the lowest among the four domains—still falls within the high category, suggesting that interpersonal dynamics between supervisors and teachers remain generally effective, but may require ongoing attention to further improve communication, empathy, and collaboration. Overall, these results highlight the multifaceted nature of supervisory challenges in public elementary schools during the new normal and underscore the need for responsive, flexible, and human-centred leadership approaches.

This finding supports the work of Bozkurt and Sharma (2020), who emphasized that supervision in education becomes more complex under crisis conditions, such as those introduced during the new normal. Supervisors are expected to navigate shifting processes, emerging technologies, and heightened expectations while maintaining positive human relations and institutional reputation. The high overall mean score indicates that teachers in this study consistently experience supervisory challenges, yet these are being acknowledged and managed within professional boundaries.

In line with the insights of Bueno (2020), supervision in the new normal must be adaptive and multifaceted. The highest rating in the processes domain reflects how evolving operational standards—such as digital communication protocols, modified classroom observations, and restructured instructional procedures—have become key sources of strain. Supervisors are expected to apply new frameworks quickly, often without adequate training or infrastructure. Similarly, the high score in technology confirms the challenge of aligning supervisory practices with online or hybrid learning platforms, a finding consistent with

studies showing that both teachers and administrators often lack full confidence in digital environments.

Moreover, the high scores in reputation and human relations echo the findings of Wardani et al. (2021), who argued that the social dimensions of supervision—how teachers perceive their supervisors' credibility, communication style, and interpersonal conduct—remain central to effective educational leadership. Although human relations received the lowest mean score among the four domains, it still ranks as high, indicating that trust and communication between supervisors and teachers remain strong but may require further attention, particularly under the pressures of post-pandemic educational shifts. Overall, these results reflect the nuanced and demanding nature of supervisory roles in the new normal and point to the need for continued capacity-building and policy refinement in this area.

### 3.3 Significant Relationship Between Administrative Alternative Solution and Predicament Supervision of Teachers

Presented in Table 3 is the correlation analysis between the administrative alternative solution and the predicament supervision of teachers in public elementary schools. The results show a correlation coefficient (r) of 0.822 with a p-value of 0.000, which is less than the 0.05 level of significance. This indicates a high and statistically significant positive correlation between the two variables. Since the p-value is below the 0.05 threshold, the null hypothesis is rejected, confirming that there is a significant relationship between administrative alternative solutions and predicament supervision among teachers.

<table><caption>**Table 3. Significant relationship between administrative alternative solution and predicament supervision of teachers**</caption><thead><tr><th>Variables</th><th>X</th><th>Y</th><th>r-value</th><th>Degree of Correlation</th><th>p-value</th><th>Decision (Ho)</th></tr></thead><tbody><tr><td>Administrative Alternative Solution</td><td></td><td>4.07</td><td></td><td></td><td></td><td></td></tr><tr><td>Predicament Supervision</td><td></td><td></td><td>0.822</td><td>High Correlation</td><td>0.000</td><td>Rejected</td></tr><tr><td></td><td></td><td></td><td>4.01</td><td></td><td></td><td></td></tr></tbody></table>
These findings suggest that schools with well-implemented administrative alternatives—such as clear division of work, strong initiative, and a consistent sense of order—are more likely to experience effective responses to supervision challenges related to human factors, technological transitions, process flows, and institutional reputation. The strong correlation highlights that when administrative systems are functioning efficiently, supervisory concerns in the new normal can be addressed more strategically and with greater coherence.

This result supports the findings of Chatzipanagiotou and Katsarou (2022), who emphasized that administrative adaptability and structured leadership practices help mitigate supervision issues during times of educational disruption. Similarly, Rogers (2022) concluded that schools that implement practical administrative solutions are better equipped to manage evolving demands in teacher oversight and support systems. The findings also align with Fajimi and Oloyede (2025), who argued that effective administrative strategies provide a stabilizing force that reduces uncertainty and stress among teaching staff, leading to improved communication, problem-solving, and overall school climate.

### 3.4 Domains of Intellectually Inspiring Environment that Significantly Influenced Adoring Leadership Qualities of Teachers

Presented in Table 4 is the regression analysis examining the significant influence of the domains of administrative alternative solutions—division of work, initiative, and order—on the predicament supervision of teachers in public elementary schools. The results show that all three domains significantly contribute to how supervision-related challenges are managed by teachers, as reflected in their respective

coefficients (B), standardized beta values (Beta), t-statistics, and p-values.

Among the predictors, order emerged as having the strongest influence on predicament supervision, with a coefficient of B = 0.290 and Beta = 0.300. This finding implies that when schools maintain a structured and orderly administrative environment, teachers are better equipped to manage technological, relational, and procedural supervision challenges. A well-ordered system helps reduce uncertainty, streamline processes, and reinforce accountability—key conditions for effective supervision.

This is closely followed by initiative (B = 0.275, Beta = 0.414), suggesting that proactive and solution-oriented administrative practices play a vital role in addressing emerging supervisory issues. Teachers working under leadership that fosters initiative tend to demonstrate greater adaptability, self-reliance, and strategic thinking in supervision tasks, which are especially important in the evolving educational landscape.

The domain of division of work also showed a statistically significant contribution (B = 0.259, Beta = 0.300), highlighting the importance of clearly defined roles and responsibilities. When work is efficiently distributed, teachers can better focus on their core instructional and supervisory duties without unnecessary overlap or confusion, thereby improving overall supervision effectiveness.

The regression model yielded an R² value of 0.672, indicating that 67.2% of the variance in predicament supervision can be explained by the three administrative domains. The model also reported a significant F-value of 88.29 with a p-value of 0.000, confirming that the regression equation is statistically significant and has strong explanatory power.

<table><caption>Table 4. Domains of administrative alternative solution that significantly influenced predicament supervision of teachers</caption><thead><tr><th>Domains</th><th>B</th><th>BE</th><th>Beta</th><th>t-stat</th><th>p-value</th><th>Decision</th></tr></thead><tbody><tr><td>Constant</td><td>2.002</td><td>0.040</td><td>0.504</td><td>3.054</td><td>0.000</td><td>Significant</td></tr><tr><td>division of work</td><td>0.259</td><td>0.190</td><td>0.300</td><td>3.022</td><td>0.000</td><td>Significant</td></tr><tr><td>Initiative</td><td>0.275</td><td>0.200</td><td>0.414</td><td>3.340</td><td>0.000</td><td>Significant</td></tr><tr><td>Order</td><td>0.290</td><td>0.190</td><td>0.300</td><td>3.022</td><td>0.000</td><td>Significant</td></tr><tr><td colspan="7"><strong>Regression Model</strong></td></tr><tr><td colspan="7">Predicament Supervision =2.002+ 0.259 (division of work) + 0.275 (initiative) + 0.290 (order)<br>R=0.820; R²=0.672; F=88.29; p-value=0.000</td></tr></tbody></table>
This finding supports the research of Syed (2021), who emphasized that clearly defined administrative structures, such as role delegation and procedural order, significantly enhance the supervisory effectiveness of teachers. Their study demonstrated that when administrative duties are well-distributed and responsibilities are assigned, educators are more capable of addressing supervision-related challenges with confidence and clarity. This aligns with the present study, where division of work emerged as a significant predictor of predicament supervision.

Similarly, Nadeem (2024) underscored the importance of initiative within school administration, noting that empowering teachers to take initiative fosters resilience and adaptability—both essential in managing evolving supervisory demands. In this study, initiative recorded the highest Beta value (β = 0.414), suggesting that when teachers are encouraged to act independently and proactively, they develop stronger supervisory practices and decision-making skills.

Moreover, the findings are consistent with Sanchez et al. (2022), who found that an orderly school environment contributes to more effective leadership and supervision. Orderliness ensures the smooth execution of daily tasks, clarity in procedures, and a predictable system that supports consistent monitoring and evaluation. In the present study, the order also significantly influenced predicament supervision, highlighting that organized administrative systems underpin strong supervisory capacity.

## 4. CONCLUSION

It is concluded in this study that the level of administrative alternative solutions practiced by public elementary school teachers is high, as evidenced by the consistently strong ratings across the domains of the division of work, initiative, and order. This implies that teachers operate within well-organized administrative frameworks that empower them to take proactive steps, work systematically, and respond effectively to day-to-day challenges. Such practices promote a school culture characterized by shared responsibility, professional autonomy, and operational efficiency.

It is determined in this study that the level of predicament supervision among teachers is also high, particularly in the areas of human relations, processes, technology, and reputation. This

reflects the capacity of teachers to manage supervisory challenges with confidence, adaptability, and competence. Their ability to sustain positive relationships, follow systematic processes, integrate technology, and uphold the school's reputation highlights their pivotal role in sustaining a productive and supportive learning environment.

It is clinched in this study that there is a significant positive relationship between administrative alternative solutions and predicament supervision. This finding affirms that the presence of strategic and well-implemented administrative approaches directly contributes to the teachers' ability to supervise effectively. Schools that foster initiative, clear division of labor, and organizational order empower teachers to handle supervisory predicaments with professionalism, clarity, and control.

It is concluded in this study that the specific domains of administrative alternative solutions, namely division of work, initiative, and order, significantly influence predicament supervision among public elementary school teachers. This suggests that strengthening these administrative foundations can lead to more effective supervisory practices. When schools promote structured delegation, encourage proactive teacher behavior, and ensure orderly systems, they enable teachers to navigate and manage complex supervision tasks with competence and confidence—ultimately contributing to a more stable and high-functioning educational environment.

## 5. RECOMMENDATION

Based on the findings and conclusions of this study, several recommendations were proposed:

Teachers are encouraged to further strengthen the implementation of administrative alternative solutions, particularly in the areas of division of work, initiative, and order, to enhance their capacity to supervise and addressing predicaments effectively. Engaging in professional development on organizational strategies, proactive problem-solving, and classroom management may empower teachers to handle challenges with greater confidence and efficiency. Embracing a culture of initiative and structured delegation can lead to improved supervisory outcomes and more harmonious school operations.

School leaders are advised to provide continuous support and capacity-building opportunities that
reinforce both administrative competence and supervisory effectiveness. This may include mentorship programs, collaborative planning sessions, and leadership coaching focused on administrative efficiency and relationship-building. Encouraging teacher-led initiatives and creating structured roles within school teams can foster accountability, distribute leadership, and improve collective responses to school-level predicaments.

The Department of Education (DepEd) may consider institutionalizing training programs focused on alternative administrative strategies and supervisory preparedness for public school teachers. These programs should address practical tools for organizing work, fostering initiative, and maintaining order in daily school operations. Simultaneously, supervisory competencies in areas such as human relations, technological integration, and procedural adherence should be developed. Policy frameworks that recognize and reward effective supervisory practices, especially in rural and resource-limited districts like Manay, Davao Oriental, may further promote system-wide improvement.

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. Studies may investigate how administrative practices interact with other leadership constructs or how they influence school resilience during periods of crisis or transition. 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.

## DISCLAIMER (ARTIFICIAL INTELLIGENCE)

The author(s) hereby declare that generative AI technologies have been used during the writing and editing of this manuscript. The details of the AI usage are as follows:

1. **Grammarly:** Used for grammar and spellchecking, as well as suggestions for improving sentence structure and overall clarity.

2. **Quillbot:** Employed for paraphrasing and refining sentence flow to enhance readability and coherence.

## CONSENT AND ETHICAL APPROVAL

Throughout the conduct of this study, high ethical standards were strictly upheld to ensure the protection of participants' rights and well-being. Prior to data collection, the researcher secured all required approvals from relevant institutional authorities, including an endorsement from the Dean of the Graduate School and ethical clearance from the designated review board. The ethical procedures were guided by the framework of Pregoner et al. (2025), aligning with current guidelines for conducting research involving human subjects in educational and social settings. Participation was entirely voluntary, with all respondents being clearly informed about the study's objectives, procedures, and their right to withdraw at any point without consequence. Informed consent was obtained from each participant, affirming their understanding and agreement to take part in the research. To preserve anonymity and confidentiality, no personal identifiers were collected or revealed. All data were handled with strict confidentiality and utilized solely for academic purposes, with full respect for participants' privacy and dignity. These measures ensured that the research was conducted ethically, responsibly, and in accordance with professional standards.

## COMPETING INTERESTS

Authors have declared that no competing interests exist.

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