Instructional Leadership Skills of Public Elementary School Heads in Relation to Teachers’ Performance
Keywords:
Instructional leadership skills, public elementary school heads, teachers’ performanceAbstract
This study examined the instructional leadership skills of public elementary school heads in relation to teachers' performance in Bindoy, Negros Oriental. A total of 176 public elementary teachers participated, classified by age, highest educational attainment, and length of service. Using a descriptive research design, data were collected via a self-made questionnaire and analyzed with descriptive, comparative, and relational methods. Statistical tools included frequency, percentage, mean, Mann-Whitney U test, and Spearman rho. Findings revealed that most respondents were younger (41 years old), had higher educational attainment, and a significant proportion had over 12 years of service. Instructional leadership skills in areas such as assessment of learning, instructional improvement, curriculum enhancement, and supervision were rated high. When grouped by age, highest educational attainment and length of service, school heads’ leadership skills remained consistently high across these domains. No significant differences were found in instructional leadership skills regarding assessment of learning based on the aforementioned variables. However, significant differences emerged in instructional improvement, curriculum enhancement, and supervision when grouped by age and length of service but not by highest educational attainment. Teachers' performance showed no significant differences when analyzed by these factors. Additionally, no significant relationship existed between school heads’ instructional leadership skills and teachers’ performance.
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