Instructional Leadership of The School Heads: Predictors of Teachers’ Satisfaction and Performance

AUTHOR(S)

JONAH E. BORBON REMCIL B. NERI

ABSTRACT

—— The present study aimed to examine the relationship between the instructional leadership of school heads and teachers’ satisfaction and job performance in selected basic education institutions. It sought to ascertain the relationships of teachers’ demographic factors with their perceptions on school heads’ instructional leadership as well as satisfaction in leadership and job performance. It also investigated the relationships between instructional leadership and leadership satisfaction and teachers’ job performance, as well as the extent to which instructional leadership and leadership satisfaction predict teacher performance. The study was conducted using a descriptive-correlational research design. The data of 200 teacher-respondents were gathered using validated researcher-made questionnaires. They were analyzed using descriptive statistics, t-tests, analysis of variance (ANOVA), Pearson productmoment correlation and multiple regression analysis to determine relationships and predictive effects among the variables. Pupils, parents and teachers reported that the principal showed a very high degree of instructional leadership. Teachers also described high levels of job performance and leadership satisfaction. Multiple regression analysis showed significant relations between demographic variables, especially age, education level and work time in the position and dimensions of instructional leadership, satisfaction from leading and job performance. In addition, it shows a positive significant relationship between instructional leadership and leadership satisfaction, between instructional leadership and job performance, and finally, between leadership satisfaction and job performance. The regression analysis showed that both the instructional leadership and leaders’ satisfaction completely forecasted teachers’ job performance. They also conclude that influential instructional leadership practices by the school heads play a major role in teachers’ satisfaction and performance. Consolidated further by training in supervision and observation audit systems, it can enhance teaching expertise as well as holistic school improvement initiatives. The results offer empirical evidence for the development of leadership programs and better support systems for teachers at primary-level institutions. Keywords — Instructional leadership, leadership satisfaction, job performance, school heads, teacher perception, educational management, leadership effectiveness, Descriptive-Quantitative Research Method, Cebu City, Philippines