World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XI (November 2025), pp.421-425
Julkiplin Haji Damming, MAED, LPT
Teacher I
Balimbing National High School, Panglima Sugala Tawi Tawi
Abstract
This study investigated the relationship between school administrators’ instructional leadership skills and teachers’ performance and self-efficacy in senior high schools in the Division of Tawi-Tawi. Using a descriptive-correlational design, the research surveyed 150 senior high school teachers across various municipalities using standardized instruments on instructional leadership, teacher performance, and teacher self-efficacy. Findings revealed a significant positive correlation between administrators’ instructional leadership and both teacher performance and efficacy. The study concludes that strong instructional leadership positively influences teaching quality and recommends leadership development programs for school heads.
Introduction
Background of the Study
The success of any educational institution depends significantly on the quality of its leadership. In the context of senior high schools in Tawi-Tawi, where challenges such as limited resources, geographic isolation, and diverse cultural contexts persist, the role of instructional leaders becomes even more crucial. Instructional leadership focuses on enhancing teaching and learning, setting clear academic goals, supervising curriculum and instruction, and fostering professional development. This research seeks to explore how these leadership skills influence teachers’ performance and self-efficacy.
Statement of the Problem
This study aims to answer the following questions:
1. What is the level of instructional leadership skills of school administrators in the Division of Tawi-Tawi as perceived by teachers?
2. What is the level of teacher performance in senior high schools?
3. What is the level of teacher self-efficacy?
4. Is there a significant relationship between instructional leadership skills and:
• a. Teacher performance?
• b. Teacher self-efficacy?
Review of Related Literature
Instructional Leadership
Instructional leadership is defined as the school leader’s role in guiding instruction, developing teachers, and creating a culture of high expectations. Hallinger’s Leadership Framework (2000) outlines three key dimensions: defining the school mission, managing the instructional program, and promoting a positive school climate.
Teacher Performance
Teacher performance refers to how effectively teachers carry out their instructional responsibilities, including lesson delivery, classroom management, and student engagement. It is often evaluated using the RPMS-PPST standards in the Philippines.
Teacher Efficacy
Teacher self-efficacy refers to a teacher’s belief in their ability to plan, organize, and carry out activities required to attain educational goals (Bandura, 1997). High efficacy is associated with better classroom outcomes, resilience, and openness to innovation.
Related Studies
Studies have shown that instructional leadership is positively related to teacher job satisfaction, student outcomes, and instructional quality (Leithwood & Jantzi, 2005; Supovitz et al., 2010). However, few studies have examined this within the unique socio-political and cultural context of Tawi-Tawi.
Methodology
Research Design
This study uses a descriptive-correlational design to determine the relationship between school administrators’ instructional leadership skills and teachers’ performance and efficacy.
Participants
The respondents include 150 senior high school teachers selected through stratified random sampling from various districts in Tawi-Tawi.
Instruments
1. Instructional Leadership Survey – Based on Hallinger’s Principal Instructional Management Rating Scale (PIMRS).
2. Teacher Performance Rating – Based on the RPMS-PPST indicators.
3. Teachers’ Sense of Efficacy Scale – Developed by Tschannen-Moran & Hoy (2001).
Data Collection Procedure
Permission was secured from school heads and the Schools Division Superintendent. Questionnaires were distributed and collected in person.
Statistical Tools
• Mean and Standard Deviation (descriptive)
• Pearson Product-Moment Correlation (inferential)
Results and Discussion
Instructional Leadership Skills
The administrators’ instructional leadership skills were rated as “High” (M = 4.10, SD = 0.48), particularly in goal-setting and instructional supervision.
Teacher Performance
Teachers were rated “Very Satisfactory” (M = 4.25, SD = 0.51) based on RPMS-PPST.
Teacher Self-Efficacy
Teachers reported a “High” level of self-efficacy (M = 4.12, SD = 0.50), especially in classroom management and student engagement.
Correlation Results
Variable r p-value Interpretation
Instructional Leadership & Teacher Performance 0.63 0.000 Significant Positive Relationship
Instructional Leadership & Teacher Efficacy 0.58 0.000 Significant Positive Relationship
The findings reject the null hypotheses and confirm that instructional leadership significantly correlates with both teacher performance and efficacy.
Summary, Conclusions, and Recommendations
Summary
The study revealed that instructional leadership is strongly linked to both the quality of teaching and the confidence teachers have in their professional abilities. High-performing administrators are perceived as more supportive, communicative, and instructional-focused.
Conclusions
Effective instructional leadership contributes positively to improved teacher performance and self-efficacy in Tawi-Tawi senior high schools.
Recommendations
1. Conduct regular leadership training for school administrators.
2. Integrate instructional leadership in the performance evaluation of school heads.
3. Promote shared leadership models to enhance teacher motivation and school outcomes.
4. Extend future research to include student performance as a mediating variable.
References
• Bandura, A. (1997). Self-Efficacy: The Exercise of Control. Freeman.
• Hallinger, P. (2000). A review of research on the effects of principal instructional leadership. Educational Administration Quarterly, 36(5), 704–741.
• Leithwood, K., & Jantzi, D. (2005). Transformational leadership. Educational Administration Quarterly, 41(5), 701–724.
• Supovitz, J., Sirinides, P., & May, H. (2010). How Principals and Peers Influence Teaching and Learning. Educational Administration Quarterly, 46(1), 31–56.
• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy. Teaching and Teacher Education, 17(7), 783–805.
https://doi.org/10.65494/pinagpalapublishing.17
Vol. V Issue XI (November 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
