School Head’s Instructional Leadership Practices in Relation to the School’s Key Performance Indicators

AUTHOR(S)

MA. LINDA A. PAYOD

ABSTRACT

—This study determined the significant relationship of School Head’s Instructional Supervisory Practices in relation to school key performances on the Delivery of the MATATAG Curriculum in the Schools Division Office of Leyte, Merida district. A proposed enhancement plan was formulated based on the result of the study. An efficient technique for examining the relationship between variables without changing them is the descriptive-correlational research design. This research design was especially appropriate for the study on “Head’s Instructional Leadership Practices in Relation to School’s Key Performance Indicators (KPIs)” since it enables the researcher to characterize the current status of school performance and leadership practices and investigate the relationships between these two variables. The Test of Relationship between Instructional Leadership Practices and various indicators of school performance, including Enrollment Rate, Graduation Rate, Retention Rate, Drop-out Rate, and Cohort Survival Rate. The table shows the computed t-values, critical table values at the 0.05 significance level, decisions on the null hypothesis (Ho), and interpretations of the statistical relationships between these variables. The results reveal that Instructional Leadership Practices have a significant relationship with Enrollment Rate, Graduation Rate, Drop-out Rate, and Cohort Survival Rate, as evidenced by the computed t-values exceeding the critical value and the rejection of the null hypotheses for these variables. Specifically, strong significant relationships were found with Graduation Rate, Dropout Rate, and Cohort Survival Rate, suggesting that effective instructional leadership positively influences these critical aspects of school performance. Conversely, Retention Rate did not show a significant relationship with Instructional Leadership Practices, as the computed t-value was below the critical value, resulting in the acceptance of the null hypothesis. This indicates that other factors beyond instructional leadership may be influencing retention. The implications of these results suggest that strong instructional leadership is crucial in improving key performance outcomes such as student enrollment, graduation, managing drop-out rates, and ensuring cohort survival. The overall average rating based on these findings indicates that the result implies a generally significant positive influence of instructional leadership on most school performance indicators except retention. This highlights the importance of school leaders in shaping educational success and reducing drop-out rates, yet also points to a need to explore additional factors impacting student retention. Keywords — School head Instructional Leadership Practices, Key Performance, Indicators