The Extent of Instructional Leadership Practices of School Head, Performance of Elementary Teachers and Learners

AUTHOR(S)

CRISTINE C. COSTE

ABSTRACT

— — This study determined the significant relationship between The extent of Instructional Leadership Practices in Enhancing Teachers & Learners Performances. A proposed Instructional supervisory plan was formulated based on the result of the study. A proposed instructional supervisory plan was formulated based on the result of the study. A descriptive-correlational design was used in this study to examine the relationship between the School Leadership Practices of the School Administrator, the performance of Elementary School Teachers, and the numeracy performance of intermediate learners. This approach combined quantitative and qualitative methodologies, enabling a comprehensive examination of the relationships among the three variables. The quantitative component involved correlational research, utilizing surveys to gather data on school leadership practices and teacher performance, along with standardized numeracy assessments for intermediate learners. Statistical analyses, such as regression and correlation, were conducted to identify the strength and significance of these relationships, providing empirical evidence on how leadership impacted teaching and learning outcomes. The Test of Relationship, which examines the statistical correlation between three key educational variables: Leadership Practices and the Individual Performance Commitment and Review Form (IPCRF) of teachers, and the IPCRF of teachers with the Academic Performance of Learners. The table includes Pearson’s r values, computed and critical t-values at a 0.05 level of significance, decisions on the null hypothesis (Ho), and interpretations of the strength of the relationships. The first set of variables—Leadership Practices and IPCRF of Teachers—shows a Pearson r value with a computed t-value that exceeds the table value leading to the rejection of the null hypothesis. This indicates a strong and significant relationship between leadership practices and teacher performance. The result suggests that more effective leadership styles positively influence the professional performance of teachers, as reflected in their IPCRF ratings. The second relationship tested—IPCRF of Teachers and Academic. Performance of Learners—also yielded a strong correlation, with a Pearson r value and a computed t-value which is higher than the table value. The null hypothesis is again rejected, indicating a significant and strong relationship. This finding highlights the important role teacher performance plays in directly affecting learner academic outcomes, suggesting that when teachers perform well, students tend to achieve higher academic success. The results imply that leadership practices strongly influence teacher performance and in turn, teacher performance strongly impacts learner academic achievement. These strong correlations emphasize a cascading effect—effective school leadership improves teacher effectiveness, which subsequently enhances student performance. The result implies that improving leadership practices is a strategic entry point for achieving higher teacher and learner outcomes. Keywords — Instructional Leadership Practices, School head, Performance, Teachers, Learners