Administrative and Instructional Leadership Skills of School Administrators and Performance of Elementary Teachers

AUTHOR(S)

NORMAN A. PUROG

ABSTRACT

— This study determined the significant relationship between the Administrative and Instructional Leadership Skills of School Administrators and performance of elementary school teachers. A proposed enhancement plan was formulated based on the result of the study. A descriptive-correlational design was used in this study to examine the connection between the performance of elementary school teachers and the school administrator’s administrative and instructional leadership skills. This design allowed for a systematic evaluation of both variables, facilitating the investigation of any potential correlations between them. The study aimed to clarify the relationship between school administrators’ administrative and instructional leadership styles and the performance and instructional supervisory abilities of elementary school teachers. The test of relationship between various administrative and instructional leadership skills of school administrators and the performance of elementary school teachers based on classroom observation tool (COT) ratings. The table shows the computed correlation coefficient (r) values between each leadership skill and the COT performance, alongside the corresponding t-values and table values at the 0.05 significance level. All the relationships between the leadership skills and teacher performance were found to be statistically significant, with all computed values surpassing the critical t-values. The decision on the null hypothesis (Ho) indicates that the null hypothesis is rejected in every case, confirming the presence of a very strong and significant relationship between school leadership skills and teacher performance. The table reveals that the relationships between various school leadership skills and teacher performance are all very strong. Specifically, the “School Leadership” skill had a correlation coefficient while “Instructional Leadership” and “Creating a Student-Centered Learning Climate” both had correlation coefficients indicating very strong positive relationships with COT performance. Additionally, “Human Resources Management and Development,” “Parents and Involvement and Community Partnership,” “School Management and Operations,” and “Personnel and Professional Attributes and Interpersonal Effectiveness” all showed similarly high correlation values suggesting that these leadership skills significantly impact the effectiveness of teachers in the classroom. The consistency across all these indicators indicates that school administrators’ leadership skills in various areas have a profound influence on the overall performance of teachers, fostering a conducive and effective learning environment. The results implied that the strong and significant relationships between the administrative and instructional leadership skills of school administrators and teacher performance suggest that effective leadership in areas such as instructional guidance, studentcentered learning, human resources management, and community engagement plays a crucial role in improving the quality of teaching. This finding highlights the importance of school leaders demonstrating competencies in these areas to create a positive impact on teachers’ effectiveness. The very strong relationships observed in the study suggest that when school leaders are equipped with the necessary skills and abilities, teachers are better able to perform in the classroom, ultimately leading to enhanced student outcomes. Keywords — Administrative Instructional Leadership School Administrator Performance Teachers