Instructional Leadership Roles: Its Influence to Teaching Effectiveness and Professional Satisfaction Towards the Development of a Contextualized Professional Plan
DOI:
https://doi.org/10.65339/ijsair.V2.I2.193Keywords:
Instructional Leadership, Job Satisfaction, Malitbog National High School, Professional Satisfaction, Teacher EffectivenessAbstract
This study examined the influence of instructional leadership roles on teaching effectiveness and professional satisfaction among teachers in Malitbog National High School, Calinog, Iloilo. Grounded in multiple leadership theories, including instructional, distributed, and situational leadership, the study adopted a post-positivist perspective to understand how leadership practices shape teacher outcomes. A mixed-method design was employed, combining descriptive-correlational quantitative analysis and qualitative inquiry. Data were collected from 32 permanent teachers using a structured questionnaire consisting of the Instructional Leadership Questionnaire (Akram, M., Kira, S. & ILGAN, A., 2017), teaching effectiveness measures such as the IPCRF and Jayaraman’s scale, and the Academic Job Satisfaction Questionnaire (Rahim, Abumadini, Wosornu, & Al-Rubaish, 2011), supplemented by interviews and focus group discussions. Findings revealed that instructional leadership roles were generally visible, particularly in curriculum implementation and maintaining visible presence, while teaching effectiveness was rated very effective. Professional satisfaction was high in interpersonal relationships and commitment but moderate in supervision, salary, and workload. No significant differences were found across demographic variables. Moreover, instructional leadership and professional satisfaction did not significantly influence teaching effectiveness; however, a strong positive relationship existed between instructional leadership and professional satisfaction (r=.761, p=.000). Qualitative results further highlighted leadership practices such as teacher empowerment, professional development support, and instructional guidance, alongside challenges related to resources, workload, and communication. The study concludes that instructional leadership significantly enhances teacher satisfaction and institutional performance, emphasizing the importance of supportive leadership practices. The study aligns with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 16 (Peace, Justice, and Strong Institutions) by promoting effective educational leadership, teacher well-being, and institutional accountability. It contributes to educational, institutional, and socio-economic sustainability by strengthening leadership practices, improving teacher retention, and supporting sustainable school development.
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