Instructional Leadership Practices of School Administrator, Performance of Elementary school Teachers and Literacy Performance of Grade 1 Learners

AUTHOR(S)

LOUMARIE Y. SUANO

ABSTRACT

— This study determined the significant relationship between School Leadership Practices of School Administrator, performance of the Elementary School Teachers and literacy performance of Grade 1 learners. A proposed Instructional supervisory plan was formulated based on the result of the study. A descriptive-correlational design was used in this study to examine the relationship between School Leadership Practices of School Administrators, the performance of Elementary School Teachers, and the literacy performance of Grade 1 learners. This approach combined quantitative and qualitative methodologies, enabling a comprehensive examination of the relationships among the three variables. The quantitative component involved correlational research, utilizing surveys to gather data on school leadership practices and teacher performance, along with standardized literacy assessments for Grade 1 learners. Statistical analyses, such as regression and correlation, identified the strength and significance of these relationships, providing empirical evidence on how leadership impacted teaching and learning outcomes. The findings from the table on the Literacy Performance of Grade 1 Learners, highlight the strong literacy outcomes achieved by the students. A majority of the learners demonstrated high literacy proficiency, with most falling within the “Excellent” and “Very Good” performance categories. This suggests that the Grade 1 students have a solid grasp of early literacy skills, such as reading and writing. The overall performance aligns with the high number of learners achieving exceptional literacy scores, pointing to the effectiveness of the teaching strategies and interventions employed in the classroom. The results also imply that the school’s efforts in supporting literacy development have been successful, with school leadership and teacher performance likely playing a significant role in shaping these positive outcomes. The absence of students scoring in the lower performance ranges further emphasizes the overall strength of the literacy program. These findings underline the importance of continuing to invest in instructional practices and literacy initiatives that support diverse learners and contribute to their ongoing academic success. Keywords — Instructional Leadership Practices Performance School Administrator Literacy