Instructional Leadership and Teachers’ Effectiveness on Classroom Instruction
DOI:
https://doi.org/10.65339/ijsair.V2.I2.526Keywords:
Assessment Practices, Instructional Leadership, Learning Environment, Professional Development, Teacher Effectiveness, Teaching Effectiveness, Quality EducationAbstract
This study examined the relationship between teachers’ perceptions of their principal’s instructional leadership and their teaching effectiveness at Danao City Central School during School Year 2025–2026 as a basis for an action plan. Anchored on Instructional Leadership Theory, Student-Centered Leadership Theory, and Distributed Leadership Theory, the study employed a quantitative descriptive-correlational research design. Complete enumeration was used to include all 60 teachers in the school. Data were gathered through a modified and validated questionnaire adapted from Torrato et al. (2023) and Akram (2018) and analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient. Findings revealed that teachers strongly agreed that their principal demonstrated effective instructional leadership in terms of effective use of resources, communication skills, serving as an instructional resource, and being visible and accessible. Teachers also rated themselves highly effective in subject matter knowledge, instructional planning and strategies, assessment practices, learning environment, and effective communication. Correlation analysis revealed a positive and significant relationship between instructional leadership and teaching effectiveness, with the strongest relationship observed between serving as an instructional resource and instructional planning and strategies. The study concluded that effective instructional leadership contributes significantly to enhanced teacher performance and classroom instruction. It recommends implementing an action plan focused on strengthening instructional leadership practices, professional development, mentoring, collaborative learning, and continuous instructional improvement. The study supports Sustainable Development Goal (SDG) 4: Quality Education by promoting effective teaching and learning through strengthened instructional leadership. It also aligns with SDG 8: Decent Work and Economic Growth by supporting professional development and leadership capacity building among educators. The study contributes to educational, institutional, and community sustainability by providing evidence that can guide school improvement initiatives, leadership enhancement, and the continuous development of teacher effectiveness.
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