Instructional Leadership Practices of School Heads and Performance of Teachers in Instructional Supervision

AUTHOR(S)

JENNIFER Z. NAGUIT

ABSTRACT

—— This study determines the significant relationship between the extent of instructional leadership practices of school heads and performance of teachers in instructional supervision. A descriptive-correlational research design was employed. The study employs two surveys: one adapted from Baggay et al. (2021) to assess instructional leadership practices using a Five-Point Likert scale, and another utilizing the Guide for Instructions Yielding Archetypal (GIYA) teachers’ tool, aligned with Regional Memorandum No. 133, s. 2023. This tool evaluates teachers’ instructional supervision performance across various indicators, aiming to enhance educational outcomes through targeted interventions and feedback mechanisms facilitated by the school head. The 43 teachers and 1 assistant principal are involved in this study. The data indicates a statistically significant relationship between the variables of the study and the performance assessed by the Classroom Observation Tool (COT), suggesting that effective classroom and portfolio observations, identification of teacher strengths and limitations, and designing interventions contribute significantly to enhanced instructional supervision and teacher performance. In conclusion, the findings affirm that effective instructional leadership practices, characterized by thorough observation, strategic intervention, and supportive feedback, are instrumental in promoting educational excellence. Moving forward, these insights can guide educational policymakers and school administrators in developing targeted strategies to further enhance instructional supervision and ultimately improve student learning outcomes. Keywords —Instructional Leadership Practices, School Heads, Performance, Teachers, Instructional Supervision