LEADERSHIP STYLES OF SCHOOL ADMINISTRATORS, PERFORMANCE OF TEACHERS AND LITERACY AND NUMERACY SKILLS OF THE KEY STAGE 2 LEARNERS

AUTHOR(S)

VINCITTA MAY A. TRIPOLI

ABSTRACT

This study determined the significant relationship between the leadership styles of School Administrators, Performance of the School teachers and Literacy and Numeracy skills of Key Stage 2 Learners. A proposed Instructional Supervisory plan was formulated based on the result of the study. A descriptive-correlational design was used in this study for studying the relationship between instructional leadership styles and their impact on the performance of private school teachers and the numeracy performance of Key Stage 2 learners. This design focused on describing characteristics of a phenomenon and exploring the relationships between variables without manipulating them. The test of relationships reveals significant correlations among key educational variables, highlighting the interplay between leadership styles, classroom observation and teaching (COT) performance, and student literacy and numeracy outcomes. The correlation between the extent of leadership and COT performance yields a moderate positive relationship suggesting that effective leadership is associated with improved teaching practices. This finding underscores the importance of school administrators in fostering an environment conducive to high-quality instruction, which is essential for student success. Similarly, the correlation between COT performance and literacy rates indicates a significant relationship, suggesting that higher performance in classroom observations corresponds with improved literacy outcomes for students. This alignment reinforces the notion that the quality of teaching directly impacts student learning. The relationship between COT performance and numeracy also reflects a significant connection, indicating that effective teaching practices in mathematics are linked to students’ numeracy achievement. This correlation highlights the need for ongoing professional development focused on mathematics instruction. The moderate relationships observed in this study suggest that while leadership and COT performance have a notable impact on student outcomes, there are likely additional factors at play. The complexity of educational environments means that variables such as curriculum quality, school culture, and community engagement also contribute to student performance. It is essential for educational leaders to recognize these interconnected factors and take a holistic approach to improving educational outcomes. The results implies that School leaders must prioritize the development of their leadership skills to positively influence teaching quality and student outcomes. Professional development programs should focus on equipping school administrators with strategies to effectively support and evaluate teachers. Additionally, fostering a culture of continuous improvement through regular classroom observations can enhance teaching practices and, in turn, boost student literacy and numeracy rates. By addressing these relationships, educational leaders can create a more supportive and effective learning environment for both teachers and students. Keywords — Leadership Style Teacher’s Performance numeracy skills literacy skills