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The study aimed to determine the relationship between educational supervision and the administrative management of principals in public schools in Panama Oeste. It arose from concerns regarding the difficulties administrators face in areas such as institutional planning, financial resource management, process control, and decision-making. The research employed a quantitative approach with a non-experimental, relational, and cross-sectional correlational design. The study population consisted of 24 supervisors and 70 principals. Given the accessible population size, a census sampling method was used, including all participants. Data collection involved Likert-scale questionnaires validated through expert judgment. Instrument reliability was established using Cronbach’s alpha coefficient (0.97), ensuring the internal consistency of the items. Spearman’s rho correlation coefficient was used, as it was considered the most appropriate method for analyzing variables measured on a Likert scale. Results were interpreted using a 95% confidence level and a significance threshold of p < 0.05. The study found that systematic supervision—characterized by clear objectives, timely follow-up, and evidence-based feedback—is linked to institutional organization, resource management, accountability, and performance evaluation. However, limitations were identified regarding the supervisors' operational workload and the need to strengthen technological competencies.The findings lead to the conclusion that educational supervision based on strategic support and continuous improvement is associated with favorable levels of administrative management in schools.
