Instructional Supervisory & Leadership Skills of School Administrators and Performance of Elementary Teachers

AUTHOR(S)

IRISH JANE M. VILLACORTE

ABSTRACT

— This study determined the significant relationship between the Instructional supervisory & leadership skills of School Administrators and Performance of teachers in District 1 in the Schools Division of Ormoc City. A proposed Instructional Supervisory plan was formulated based on the result of the study. A descriptive-correlational technique is used in the research design for the study on the leadership and instructional supervision abilities of school administrators and teacher performance. This design works especially well for analyzing the link between two variables: teacher performance and the instructional supervision and leadership abilities used by school administrators. Using surveys and observational techniques to document how these styles appear in practice, the descriptive component will offer a thorough explanation of the many leadership philosophies seen in the educational setting. The study intends to create a thorough grasp of the instructional leadership environment by collecting contextual information from the schools and teachers demographic data. The Test of Relationship, which examines the correlation between two sets of variables: (1) Leadership Style and IPCRF (Individual Performance Commitment and Review Form) of Teachers, and (2) IPCRF of Teachers and Academic Performance of Learners. Pearson’s correlation coefficient (r) and a t-test were utilized to determine whether there were statistically significant relationships between these variables at the 0.05 level of significance. The results revealed that both relationships are statistically significant, though they differ in strength. For the first pair of variables—Leadership Style and IPCRF of Teachers—the computed r- value, indicating a very strong positive relationship. This high correlation suggests that the more effective and supportive the leadership style (e.g., transformational, transactional, or laissez-faire), the better the performance of teachers as measured by their IPCRF scores. The t-value which exceeds the table value confirms the statistical significance, leading to the rejection of the null hypothesis. This implies that leadership practices significantly influence teacher effectiveness, motivation, and professional outputs. In contrast, the second relationship—IPCRF of Teachers and Academic Performance of Learners—produced an r- value, indicating only a weak correlation between the two variables. Nonetheless, the computed t-value still exceeded the table value resulting in the rejection of the null hypothesis. This means that although the relationship is statistically significant, the strength of association is weak. While teacher performance (as measured by the IPCRF) does contribute to learner academic outcomes, other variables—such as home environment, learner motivation, and instructional resources—may have a more direct impact. The implications of these findings are noteworthy. The very strong relationship between leadership style and teacher performance emphasizes the critical role of school heads in shaping teacher effectiveness. Effective leadership fosters a productive teaching environment, professional collaboration, and accountability, all of which translate into higher IPCRF scores. On the other hand, the weak relationship between teacher performance and learner academic achievement suggests that student success is a multifaceted outcome, requiring comprehensive support systems beyond just classroom instruction. This underscores the importance of holistic school improvement strategies that address both teaching quality and student needs. Keywords — Instructional Supervisory & Leadership Skills, School Administrators, Performance Teachers