School Heads’ Instructional Competence, Leadership Practices and Teachers’ Performance

Abstract

This descriptive study explored the instructional competence and leadership practices of school heads and their relationship to teachers' performance across seven public elementary and three high schools in a Central Negros district during the 2023–2024 school year. With 166 public elementary teachers as respondents, results showed that most were older, had lower educational attainment, and varied in years of service. School heads demonstrated very high instructional competence—particularly in curriculum, mentoring, communication, and resource management—and equally high leadership practices, especially in strategic leadership, self-development, and fostering school culture. Statistical analyses (Mann-Whitney U Test and Spearman’s Rank-Order Correlation) revealed no significant differences in school heads’ competence and leadership based on teachers’ demographics. Teachers were consistently rated outstanding, although age and length of service showed significant differences in performance. Importantly, no direct relationship was found between school heads' instructional competence or leadership practices and teacher performance, but a strong correlation existed between instructional competence and leadership practices. These findings highlight the value of enhancing professional development through mentorship programs, where less experienced school heads can learn from seasoned leaders to further improve instructional quality and educational outcomes.