International Journal of Advanced Multidisciplinary Research and Studies
Volume 2, Issue 6, 2022
Instructional Leadership and School Performance: Basis for Leadership Enhancement Program
Author(s): Andales Randy Estoya
This study sought to determine the extent to which public elementary and secondary school principals in the division of Bago City exercised instructional leadership as perceived by their teachers and its relation to school performance. The participants of this study were two hundred sixty-three (263) the public elementary and one hundred ninety-eight (198) secondary school teachers in the division of Bago City who rated their principals’ instructional leadership in school year 2016-2017. Stratified sampling method was used to determine the sample size. Survey questionnaire adopted from the Center for Educational Leadership in University of Washington (2012) was used as the data gathering instrument. Mean was used to determine the instructional leadership of school principals as perceived by their teachers. School performance was based from the criteria of School-Based Management practice with the five indicators: enrolment rate, drop-out rate, cohort survival rate, completion rate, National Achievement Test and Mean Percentage Scores (MPS). The findings revealed that school principals as rated by their teachers exercised instructional leadership to a great extent in variables age, sex, length of service except in type of schools. Teachers in Central schools rated their principal’s instructional leadership to very great extent. All schools in the division of Bago City belonged to better performing schools. No significant relationship was established between principal’s instructional leadership in the elementary, whereas there is significant relationship established between principal’s instructional leadership and school performance.
Keywords: Instructional Leadership, School Performance, Effective Leadership Style, Roles of School Heads in Teaching and Learning Process
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