ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examined the instructional leadership practices of the school principal and their relationship to teacher performance at Tambobo Elementary School, Balud, Masbate during the School Year 2023–2024. Specifically, it sought to determine the demographic profile of teachers, assess the level of instructional leadership practices as perceived by teachers, identify the level of teacher performance based on the Classroom Observation Tool (COT), and establish whether a significant relationship exists between instructional leadership practices and teacher performance. The study also aimed to propose an instructional supervision plan based on the findings. Using a descriptive-correlational research design, data were gathered from teachers through a researcher-made questionnaire employing a five-point Likert scale to measure instructional leadership practices in terms of defining and communicating school goals, supervising and evaluating instruction, providing professional development opportunities, promoting a positive learning climate, and monitoring student progress. Teacher performance data were obtained from official COT ratings for the same school year. Appropriate statistical tools were used to analyze the data, including frequency, percentage, weighted mean, and correlation analysis. Findings revealed that the school principal demonstrated a high level of instructional leadership practices across all identified dimensions. Teacher performance, as reflected in COT results, was generally rated at a proficient level. Statistical analysis showed a significant relationship between the instructional leadership practices of the school principal and teacher performance, indicating that stronger instructional leadership is associated with higher levels of teaching effectiveness. Based on the results, an instructional supervision plan was developed to further enhance instructional leadership practices and improve teacher performance. The study concludes that instructional leadership plays a vital role in strengthening teacher performance and improving instructional quality. The findings underscore the importance of sustained instructional supervision and leadership support in achieving continuous improvement in teaching and learning, particularly in rural elementary school settings. Keywords — Instructional Leadership, Teacher Performance, Instructional Supervision, School Principal, Elementary School