Determining the Influence of School Heads’ Instructional Leadership on the Professional Performance of Elementary Teachers in the Legislative District 6 of the Division of Isabela
DOI:
https://doi.org/10.65141/sjter.v3i1n13Keywords:
Instructional Leadership, Professional Performance, School Learning Climate, Instructional ProgramsAbstract
Instructional leadership is widely recognized as a critical factor in promoting teacher effectiveness and improving school outcomes; however, its influence on teachers’ professional performance remains a subject of continuing investigation. This study examined the instructional leadership practices of school heads and their influence on the professional performance of teachers. Specifically, it assessed instructional leadership in terms of defining the school mission, managing instructional programs, and promoting a positive school learning climate, as well as teachers’ professional performance in instructional competence, classroom management, assessment and evaluation practices, professional commitment, and participation in professional development activities. A descriptive-correlational research design was employed, utilizing a validated survey questionnaire administered to teachers. Descriptive statistics and multiple linear regression analysis were used to analyze the data.
The findings revealed that teachers generally agreed that their school heads effectively practiced instructional leadership across all dimensions. Among the leadership dimensions, managing instructional programs obtained the highest rating, indicating that school heads actively support and supervise instructional improvement. Similarly, teachers demonstrated high levels of professional performance across all assessed domains, with professional commitment receiving the highest rating. The results suggest that teachers are highly dedicated to their professional responsibilities and continuously engage in activities that enhance their competencies and instructional effectiveness.
Despite the favorable assessments of both instructional leadership and teacher performance, regression analysis revealed that instructional leadership practices did not significantly influence teachers’ professional performance (F = 0.40, p = 0.76). The model explained only 1% of the variance in teacher performance (R² = 0.01), indicating a very weak predictive capacity. Furthermore, none of the instructional leadership dimensions emerged as significant predictors of teachers’ professional performance. These findings suggest that teachers’ professional performance may be influenced more strongly by other factors beyond the instructional leadership practices examined in this study.
Future research may explore other determinants of teacher performance and investigate possible indirect pathways through which instructional leadership contributes to educational outcomes.
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