Instructional leadership, teachers’ participation and k to 12 curriculum: Impact on pupils’ learning outcomes

Abstract

The study looked into the relationship of Instructional Leadership, Teachers’ Participation, and the K to 12 curriculum on pupils’ learning outcomes. It utilized a sequential explanatory research design where questionnaires and interviews are the instruments used to gather necessary data. There were 422 respondents of the study that involved the principals, teachers, and pupils from randomly selected central elementary schools in the four EDDIS of division of Bulacan. Results of the study revealed that the principals always perform their roles as instructional leaders in the school. They give proper technical assistance to their teachers to help the teachers enhance their teaching skills. Teachers’ Participation was found to be at high extent as the respondents have given the highest mean responses that fall under the highest verbal description of always. In terms of the K to 12 curriculum, perceived problems were found to have the least mean rating where the respondents have moderately agreed and disagreed. No significant differences were found on the perception of the respondents in terms of Teachers’ participation and K to 12 curriculum. On the other hand, significant differences existed in their perceptions of Instructional leadership. In terms of the correlation analysis, Instructional Leadership and Teachers’ Participation were significantly correlated on pupils learning outcomes while K to 12 curriculum has no significant relationship on pupils’ learning outcomes.