School Administrators’ Instructional Leadership Competence in Relation to Teachers’ Instructional Performance

Authors: Joel Carillo Flores

DOI: https://doi.org/10.37082/IJIRMPS.v13.i6.232774

Short DOI: https://doi.org/g99qxp

Country: Philippines

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Abstract: This study examined the relationship between school administrators’ instructional leadership competence and teachers’ instructional performance in Naawan District, Misamis Oriental. Guided by the descriptive-correlational design, the research involved 19 administrators and 205 teachers from 19 public schools to determine how leadership proficiency in supervision, curriculum coordination, and protection of instructional time influences teachers’ performance in planning, delivery, and assessment. Standardized instruments—the Principal Instructional Management Rating Scale (Hallinger, 2011) and the DepEd Classroom Observation Tool (2017)—were employed to gather data, which were analyzed using descriptive statistics and Pearson correlation. Findings revealed that administrators demonstrated very high instructional leadership competence, particularly in supervision and evaluation, curriculum coordination, and safeguarding instructional time, while teachers displayed excellent instructional performance. A significant positive correlation was found between the two variables, indicating that higher instructional leadership competence among administrators is associated with improved teacher performance. The results affirm the critical role of instructional leadership in fostering effective teaching practices and enhancing student learning outcomes. It is recommended that administrators further strengthen mentorship, curriculum alignment, and time management strategies through continuous professional development to sustain teaching excellence and educational quality in the district.

Keywords: instructional leadership, teacher performance, supervision, curriculum coordination, instructional time

Paper Id: 232774

Published On: 2025-11-08

Published In: Volume 13, Issue 6, November-December 2025

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