The Extent of Association Between Instructional Leadership of School Heads and Teachers’ Performance Among Schools in the Ligao City Division
DOI:
https://doi.org/10.65339/ijsair.V2.I2.472Keywords:
Educational leadership, Instructional leadership, OPCRF, Professional Development, IPCRF, Teacher PerformanceAbstract
This study determined the extent of association between instructional leadership of school heads and teachers’ performance in public elementary schools in the Ligao City Division as basis for the development of a professional development guide. The study was anchored on the Principal Instructional Management Rating Scale (PIMRS), the Expectancy-Value Theory (EVT), and the researcher-developed Empowered Instructional Leadership Theory (EILT). A descriptive-quantitative research design was utilized, supported by unstructured informal interviews. The respondents consisted of 170 teachers and 35 school heads selected through purposive sampling. Data were gathered using a researcher-made questionnaire validated through a dry run and analyzed using frequency count, percentage, ranking, weighted mean, Likert scale, Chi-square test, and Kruskal-Wallis H Test. The findings revealed that instructional leadership of school heads based on OPCRF was “Highly Associated” as perceived by both teachers and school heads. Teachers’ performance based on RPMS and IPCRF was rated “Very Satisfactory.” Significant differences existed between the perceptions of teachers and school heads regarding teachers’ performance, while a significant relationship was also found between instructional leadership and teachers’ performance. The study further identified the need for additional training in planning, monitoring, evaluation, human resource management, and professional development processes. Consequently, a professional development guide was developed to strengthen instructional leadership practices and instructional competencies. The study supports Sustainable Development Goal 4 (Quality Education) by promoting instructional quality, professional development, and improved learner outcomes. It also aligns with SDG 8 (Decent Work and Economic Growth) and SDG 17 (Partnerships for the Goals) through strengthened collaboration, teacher empowerment, and institutional support mechanisms. The findings contribute to educational, institutional, and socio-economic sustainability by supporting evidence-based leadership practices, teacher development, and continuous school improvement.
References
Aquino, C. J. C., et al. (2021). Managing educational institutions: School heads' leadership practices and teachers' performance. International Journal of Evaluation and Research in Education, 10(4), 1325–1333. Institute of Advanced Engineering and Science. http://ijere.iaescore.com/
Appellido, L. A., & Ventura, C. V. M. (2024). School heads 21st century instructional leadership and teachers’ performance management in Lambayong 3 District. Retrieved from Google.com; April 4, 2026.
Bakokonyane, K. (2022). Influence of headship instructional leadership proficiencies on academic performance: The case of rural primary schools of Kweneng Region in Botswana. International Journal of Educational Management, 36(4), 541–551. Emerald Publishing Limited. http://www.emerald.com/insight
Battad, J. I. (2022). Instructional leadership skills of school heads and its relation to the self-efficacy of elementary teachers in Castillejos District. Retrieved from Google.com; April 4, 2026.
Castaño, K. M. N. (2021). Reflective supervisory practices and their impact on teaching quality in Manila elementary schools. Metro Education Journal, 8(3), 112–133. Retrieved from https://www.metroedjournal.com/articles/castano
Creswell, J. W. (1994). Research design: Quantitative approaches. Sage. Retrieved from Google.com; September 18, 2025.
Cruz, C. E. (2024). The effectiveness of Individual Performance Commitment Review Form as an evaluation tool to improve teachers’ performance: Basis for technical assistance. International Journal of Multidisciplinary: Applied Business and Education Research, 5(2). ejournals.ph/article.com
Department of Education. (2015). Department Order No. 2, s. 2015, or the Results-Based Performance Management System. Retrieved from Google.com; May 28, 2025.
Department of Education. (2017). Department Order No. 42, s. 2017, or the National Adoption and Implementation of Philippine Professional Standards for Teachers. Retrieved from Google.com; May 28, 2025.
Department of Education. (2020). Guidelines in the implementation of Philippine Professional Standards for School Heads. DepEd Complex, Meralco Avenue, Pasig City. www.deped.gov.ph
Department of Education. (2020). Philippine Professional Standards for School Heads (PPSSH) (DepEd Order No. 024, s. 2020). https://www.deped.gov.ph/wp-content/uploads/2020/09/DO_s2020_024-.pdf
Department of Education. (n.d.). Guidelines on the implementation of Individual Performance Commitment Review (IPCR). Retrieved from Google.com; May 28, 2025.
Department of Education. (2001). Republic Act No. 9155 of the Governance of Basic Education Act of 2001. DepEd Complex, Meralco Avenue, Pasig City. Retrieved from internet website; April 6, 2022.
Diva, E. C., & Bautista, M. P. (2024). School heads’ instructional competence, leadership practices and teachers’ performance. https://doi.org/10.5281/zenodo.15631136
Fao.org. (2019). Guidelines in constructing a questionnaire. Retrieved from Google.com; October 10, 2023.
Gultom, S., et al. (2021). Leadership styles and school performance: A study examining factors contributing to education success in Medan, Indonesia. Eurasian Journal of Educational Research, 93, 357–372. http://www.ejer.com.tr
Huma, A. (2024). Identified leadership practices and teachers' professional development in Karachi, Pakistan: The moderation effect of training. Education 3–13, 52(8), 1309–1326. http://www.tandf.co.uk/journals
Jones, K., McDermott, J., & Richards, L. (2020). Integrating technology in teaching: The role of instructional supervision in the digital age. Journal of Teaching and Learning with Technology, 19(4), 113–129.
Khan, Z. (2022). Examining the mediating role of school culture in the relationship between heads' instructional leadership and students' engagement at secondary level in Punjab, Pakistan. Bulletin of Education and Research, 44(2), 71–83. http://pu.edu.pk/home/journal/32
Kruskal-Wallis. In Wilcoxon, F. (1945). Individual comparisons by ranking methods. Biometrics Bulletin, 1(6), 80–83.
Landawe, S. A., et al. (2023). Supervisory competence and managerial behavior of school heads and teachers' performance in Southern Philippines. Retrieved from Google.com; April 2, 2026.
Lasagabaster, D., & Sierra, J. (2020). Attitudes towards classroom observation: Cognitive and emotional factors. Learning and Individual Differences, 79, 101834. https://doi.org/10.1016/j.lindif.2020.10183
Lee, S., Kim, H., & Chang, M. (2022). Teaching in cross-cultural settings: Challenges and strategies for aligning local and international standards. International Journal of Educational Leadership, 37(1), 62–75. https://doi.org/10.1080/23767161.2022.1743645
Leonor, M. T., & Rodriguez, M. (2022). Administrative performance and instructional leadership of school heads in public elementary schools. Retrieved from Google.com; April 2, 2026.
Llego, M. A. (2023). Individual Performance Commitment and Review Form (IPCRF) template. Department of Education. Retrieved from Google.com; May 27, 2025.
Mabale, R. M., et al. (2022). The utilization, commitment, and productivity of school heads in the adoption of Performance Commitment and Review Form during distance learning in the Division of City Schools of San Pedro for SY 2021–2022. International Journal of Social Science and Education Research Studies, 2(5). https://doi.org/10.55677/ijssers/V02I05Y2022-05
Magboo, J. A. (2023). School heads’ instructional leadership behavior and teachers’ work engagement in public elementary schools. International Journal of Social Science & Humanity Management Research, 2(6), 421–434. https://doi.org/10.58806/ijsshmr.2023.v2i6no19
Manalo, M. (2020). Assessing elementary school teachers’ performance using CBPAST and IPCR: A five-year trajectory report. International Journal of Information and Education Technology. https://doi.org/10.18178/IJIET.2020.10.2.1355
Mataboge, S. K. C., & Mampane, T. J. (2024). Exploring novice academics’ perceptions of support structures in ODEL: A focus on participative management and mentorship. Social Science and Humanities Journal (SSHJ), 8(8), 4681–4694.
Matamorosa, A. L. (2022). Paradigm shift of instructional leadership in the new normal of public secondary school heads in Legazpi City Division. Retrieved from Google.com; March 27, 2026.
Maxino, M. B. (2022). Instructional leadership skills of public elementary school heads in relation to teachers’ performance. Department of Education, Philippines. https://doi.org/10.5281/zenodo.14675987
McCombs, J. W. (2019). Research design: Quantitative approaches. Sage. Retrieved from Google.com; September 18, 2025.
Naguit, J. Z. (2021). Instructional leadership practices of school heads and performance of teachers in instructional supervision. Western Leyte College.
NQESH Reviewer. (2020). DepEd PPSSH – Domain 2, managing school operations and resource. DepEd Complex, Meralco Avenue, Pasig City. www.deped.gov.ph
Perez, D. (2024). Evaluating teachers’ performances: Travails of school heads in the new normal. International Journal of Innovative Science and Research Technology, 9(10). https://doi.org/10.38124/ijisrt/IJISRT24OCT1195
Picarda, B. M., & Rapada, V., Jr. (2024). Evaluating teachers’ performance in relation to job satisfaction among elementary teachers in Oas West District: Basis for formulation of enhanced learning development plan. Eastern Samar State University. https://doi.org/10.5281/zenodo.10707072
Rahmawati, F. (2024). The role of Muhammadiyah in the field of education during the leadership period of H. Mismar Ma’ahuin Kampar District. Santhet (Jurnal Sejarah Pendidikan Dan Humaniora), 8(1), 884–893.
Riffat-un-Nisa Awan, & Ather, T. (2024). The knowledge ties that bind: Mediating effect of knowledge management on heads' leadership and teachers' performance. Cogent Education, 11(1), Article 2394740. http://www.tandf.co.uk/journals
Rivera, B. H. (2024). Relationship of instructional leadership practices among school administrators and school performance: Input development of annual improvement plan. Eastern Samar State University. https://dx.doi.org/10.47772/IJRISS.2024.807040
Saro, M., & J. (2023). Coping mechanisms and teachers’ innovative practices in distance learning: Challenges and difficulties for the modular teaching and learning approach. Psychology and Education: A Multidisciplinary Journal, 6(9), 797–808. https://doi.org/10.5281/zenodo.7529770
Shaked, H. (2023). Instructional leadership in school middle leaders. Emerald Publishing Limited. http://www.emerald.com/insight
Siraj, M. A., et al. (2022). The relationship between school heads' transformational and structural leadership styles towards teachers' teaching motivation. Asian Journal of University Education, 18(1), 244–255. https://ajue.uitm.edu.my
So-Oabeb, J., & du Plessis, A. (2023). Leadership competencies for teacher professional development: Perspectives of Namibian principals, heads of departments and teachers. Perspectives in Education, 41(2), 16–32. https://journals.ufs.ac.za/index.php/pie/index
Udenka, M. (2021). Teaching methods and classroom performance in private schools: A case study. International Journal of Education and Development, 12(1), 56–68. https://doi.org/10.1177/21301221.2021103087
Vogt, W. (2019). Dictionary of statistics & methodology: A nontechnical guide for the social sciences. Sage.
Warnick, S. K. (2024). Leadership experiences of community in state-level supplemental virtual school programs: A qualitative case analysis. VTechWorks. https://vtechworks.lib.vt.edu/items/f0f6953a-39be-462f-95bb-35201f0ac8a3
Wilcoxon, F. (1945). Individual comparisons by ranking methods. Biometrics Bulletin, 1(6), 80–83.
Yoder, J. D. (2024). School leaders as change agents: How change leadership training impacts administrator self-efficacy as instructional leaders (Doctoral dissertation, Indiana Wesleyan University). ProQuest LLC. http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Zhang, Q., & Zhong, L. (2023). Leadership and academic achievement in Germany and China: A comparative study. Comparative Education Research Review, 41(1), 15–34. Retrieved from https://www.cerrjournal.org/articles/zhangzhong
