Supervisory Leadership Styles of Technology and Livelihood Education (TLE) Department Heads and their Impact on Instructional Quality
DOI:
https://doi.org/10.65339/ijsair.V2.I2.196Keywords:
Instructional Quality, Supervisory Leadership Styles, Secondary SchoolsAbstract
This study examined the instructional quality across different supervisory leadership styles in secondary schools. It specifically aimed to determine the level of instructional quality in terms of classroom management, instructional delivery, assessment practices, feedback, reflective teaching, and technology integration, as well as to analyze how leadership practices influence teacher performance and instructional effectiveness. The study was conducted in selected secondary schools within the local school context where department heads play a key role in instructional supervision and teacher development. A descriptive–correlational research design was employed, utilizing a survey questionnaire as the primary data-gathering instrument. The respondents were secondary school teachers selected through appropriate sampling techniques. Data were analyzed using weighted mean, standard deviation, and inferential statistics such as t-test and correlation analysis to determine relationships between leadership styles and instructional quality. Findings revealed that instructional quality is generally at a moderate level, indicating that teachers demonstrate competence in basic classroom management and instructional delivery, but show less consistency in assessment practices, reflective teaching, feedback provision, and technology integration. Results also indicated that leadership styles have a significant influence on instructional quality, with more supportive, instructional, and situational leadership approaches contributing to better teacher performance compared to less instructional-focused styles. In conclusion, instructional quality in schools is functional but uneven, and is strongly influenced by the type and consistency of supervisory leadership provided by department heads. It is recommended that schools strengthen instructional leadership practices through continuous coaching, structured feedback systems, and targeted professional development programs to enhance teaching effectiveness and promote sustained instructional improvement.
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