School Head’s Instructional Leadership Styles, Teachers’ Performance and Literacy Performance of Key Stage 1-2 Learners

AUTHOR(S)

MAYBETH N. MODINA

ABSTRACT

— This study determined the significant relationship between the School head’s Instructional Leadership Styles in relation to the level to the performance of teachers and literacy performance of the key stage 1-2 learners. A proposed Instructional Supervisory plan was formulated based on the result of the study. This study utilized a descriptive-correlational design to explore the relationship between School Head’s Instructional Leadership Styles, Teachers’ Performance, and the Literacy Performance of Key Stage 1 and 2 Learners. This approach allowed for a systematic examination of the variables, facilitating the investigation of potential correlations between them. By focusing on these relationships, the study aimed to illuminate how different leadership styles influenced teachers’ performance and the literacy performance of Grade 6 learners. Understanding this connection provided valuable insights into the factors that affected both teacher engagement and student achievement in literacy. The Test of Relationship, which illustrates the statistical correlation between two sets of variables: Leadership Style and IPCRF (Individual Performance Commitment and Review Form) of Teachers, and IPCRF of Teachers and Academic Performance of Learners. The table provides statistical indicators including the correlation coefficient (r), computed t-values, the critical table value at the 0.05 significance level, the decision on the null hypothesis (Ho), and the interpretation of the strength of the relationship. The analysis aims to examine whether there are significant relationships between school leadership, teacher performance, and student academic outcomes. The first relationship tested in the table is between Leadership Style and the IPCRF of Teachers. With a correlation coefficient of 0.86 and a computed t-value exceeding the table value, the null hypothesis was rejected. This indicates a very strong and significant relationship between the leadership style of school heads and teacher performance. This means that more effective and adaptive leadership practices positively influence how teachers perform, as reflected in their IPCRF ratings. The second relationship is between the IPCRF of Teachers and the Academic Performance of Learners. The correlation coefficient is indicating a weak relationship, even though the computed t-value) is higher than the table value, resulting in the rejection of the null hypothesis. This suggests that while the relationship is statistically significant, the strength of the connection between teacher performance and student academic performance is relatively low. Other factors beyond teacher performance may be influencing student outcomes. These results have several implications. First, the very strong relationship between leadership style and teacher performance suggests that effective school leadership plays a critical role in enhancing the work performance of educators. Second, although the relationship between teacher performance and learner academic performance is weak, it is still statistically significant, implying that teacher effectiveness, as measured by the IPCRF, contributes—though modestly—to learners’ academic achievements. The overall findings emphasize the importance of strengthening school leadership to elevate teacher performance, which in turn may have a ripple effect on student outcomes. The result implies that leadership development programs for school heads should be prioritized as a strategic step to indirectly support learner achievement. Keywords — School Heads Instructional Styles, Performance, Teachers, Literacy performance