I. Introduction
Purpose of the Study
In today’s dynamic educational environment, schools are expected to continuously improve teaching practices to meet the diverse needs of learners. One key factor in achieving this is instructional leadership, particularly the role of school principals in guiding and supporting teachers is through effective feedback.
Principal feedback is not only a tool for evaluation but also a critical component of professional development. When delivered effectively, it can motivate teachers to enhance their teaching strategies and adopt creative and innovative pedagogical practices. This aligns with Transformational Leadership Theory, which emphasizes that leaders inspire and empower individuals to exceed expectations and embrace change.
At Buenavista National High School, teachers play a vital role in implementing innovative teaching strategies. However, the extent to which they engage in pedagogical innovation may be influenced by the feedback they receive from their principal. Understanding this relationship is essential in strengthening instructional leadership and improving teaching quality.
Thus, this study aims to examine the relationship between principal feedback and pedagogical innovation among teachers at Buenavista National High School using a descriptive-correlational (census) approach.
https://doi.org/10.65494/pinagpalapublishing.264
