cognizancejournal.com Redjie D. Arcadio et al, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.9, September 2025, pg. 85-98 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 85 INVESTIGATING THE DIFFERENT APPROACHES TO SCHOOL ADMINISTRATION AND SUPERVISION AND THEIR IMPLICATIONS FOR QUALITY EDUCATION Redjie D. Arcadio 1* ; James Patrick I. Dealagdon 1 ; Setty C. Dealagdon 1 ; Kathrina P. Monterola 1 ; Marivic B. Jayme 1 ; Faith A. Baylon 1 ; Kathleen Y. Canillo 1 ; Hephzibah C. Villegas 1 ; Liezyl G. Mendez 1 CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS Department of Education, Toledo City Division kuyaredjie95@gmail.com DOI: 10.47760/cognizance.2025.v05i09.006 ABSTRACT: This study examined the different approaches to school administration and supervision and their implications for delivering quality education in selected Basic Education, Technical -Vocational, and Higher Education Institutions (HEIs) located in Toledo City, Pinamungajan, and Aloguinsan within the 3rd District of Cebu Province, Philippines. In the context of globalization, technological advancement, and shifting socio - cultural norms, schools face increasing challenges that indicate that they require ethical and responsive leadership to ensure equitable access to education. Anchored on applied educational management and aligned with Sustainable Development Goal 4 (SDG 4), the research explored how various leadership models—ranging from traditional bureaucratic to modern transformational, instructional, and distributed approaches—impact teacher performance, curriculum implementation, student achievement, and the overall school climate. Employing a mixed-methods design, the study collected quantitative data through standardized survey questionnaires from 75 respondents composed of administrators, department heads, and teachers, analyzed using descriptive statistics. Semi-structured interviews with selected school leaders provided complementary qualitative insights, which we analyzed thematically to uncover recurring patterns and deeper perspectives on leadership practices. Results showed that transformational and instructional leadership were the most widely practiced and effective styles, significantly enhancing teacher performance, curriculum delivery, and student engagement. Challenges identified included limited resources, insufficient time for supervision, and lack of continuous professional training. The findings highlight the importance of adaptive, inclusive, and context - sensitive leadership in strengthening school performance and advancing the objectives of SDG 4. The study recommends sustained leadership development initiatives and policy interventions tailored to the specific needs of different educational levels and institutions. Keywords: Cebu Province, Philippines; SDG 4; educational leadership; school administration; instructional supervision; transformational leadership; distributed leadership; educational management; quality education.