ABSTRACT
This study examined the instructional leadership of school heads and its impact on teachers’ performance in Balud North District, serving as a basis for a proposed leadership enhancement program. It utilizes a descriptive-correlational research design to assess the impacts of instructional leadership on teachers performances. Data were gathered from 100 elementary teachers through a structured survey questionnaire. The findings revealed that school heads demonstrate a high level of instructional leadership, particularly in setting clear school goals and promoting professional development, although supervision and monitoring of instruction were identified as areas needing improvement. Teachers, on the other hand, exhibited a very satisfactory level of performance, with strengths in professional responsibilities and content knowledge, while assessment practices showed relatively lower results.
Furthermore, the study found a moderate to strong positive relationship between instructional leadership and teachers’ performance, indicating that effective leadership significantly contributes to improved teaching practices. The results highlight the importance of active leadership involvement in guiding, supporting, and monitoring teachers. Based on these findings, a leadership enhancement program is proposed to strengthen instructional supervision, feedback mechanisms, and data-driven practices. Overall, the study emphasizes that strengthening instructional leadership can lead to better teacher performance and improved educational outcomes.
Keywords: Instructional Leadership, Teachers’ Performance, Leadership Enhancement Program
https://doi.org/10.65494/pinagpalapublishing.252
