School Heads’ Instructional Leadership and Performance: Basis for Strategic Leadership Program

Abstract

During the School Year 2022-2023 in Valencia City and Malaybalay City, Bukidnon, this research focused on the pivotal role of school heads in educational organizations. School administrators, serving as leaders, bear significant responsibilities and are key figures in fostering instructional capacity within their institutions. This study aimed to comprehensively evaluate the instructional leadership and overall performance of school heads, recognizing the importance of their influence on the smallest organizational unit—the teachers. The research encompassed 290 randomly selected teachers and 168 purposively chosen school heads, employing a descriptive-correlational approach. The study delved into various facets, including the examination of school heads' characteristics, self-perceived instructional leadership, teacher-perceived instructional leadership, and the overall assessment of their performance. Utilizing modified questionnaires from Ledesma (2018), the research utilized statistical tools such as frequency, percentage, mean, standard deviation, independent t-test, and Pearson Product Moment Correlation to analyze the data. Results indicated that the majority of school heads held master's degrees, some with additional PhD units, and possessed 15 to 19 years of experience. Notably, they demonstrated excellence in instructional leadership, receiving high ratings from both teachers and fellow school heads. While their overall performance was generally satisfactory, strengths were identified in relationship-building, with opportunities for growth in self and leadership development. Discrepancies in perception between school heads and teachers were observed, particularly in areas related to goals and instruction supervision. However, alignment was evident in aspects such as professional development, resource management, and incentives. The study underscored the positive correlation between attending seminars and enhanced instructional leadership, emphasizing the imperative role of ongoing professional development for school heads. As a culmination, the research proposed the development of a strategic leadership program by the Schools Division, tailored to the specific needs of school heads in instructional leadership, based on competency frameworks and practical learning.