School Performance, School Head’s Administrative & Instructional Leadership Skills Towards Performance of Teachers

AUTHOR(S)

JONALIN R. PUROG

ABSTRACT

— This study was determine the significant relationship between the School Head’s Administrative & Instructional Leadership Skills towards teachers performance and literacy skills of the Key Stage 1 learners. A proposed Instructional Supervisory plan was formulated based on the result of the study. This study used a mixed-methods research methodology to investigate the relationship between teachers’ performance, Key Stage 1 students’ literacy skills, and the administrative and instructional leadership qualities of school heads. A correlational study was used in the quantitative component to evaluate the direct effect of leadership abilities on teacher effectiveness and student literacy outcomes. Through teacher and school head interviews and focus groups, the qualitative component aimed to obtain deeper insights and provide a broader understanding of the contextual elements driving these connections. The relationship between school heads’ administrative and instructional leadership skills and the performance of teachers, as measured by the OPCRF (Individual Performance Commitment and Review Form) and IPCRF (Individual Performance Commitment and Review Form for Teachers), respectively. The test uses the correlation coefficient (r) to measure the strength and direction of the relationship between these variables. Additionally, the computed values are compared to table values at a 0.05 significance level to determine whether the null hypothesis (Ho) can be rejected. The table suggests a moderate, significant relationship between administrative skills and OPCRF, as well as instructional leadership and IPCRF, with both relationships being significant at the specified level. The table reveals that the correlation between administrative skills and the OPCRF which falls under the “moderate” range, and the computed value exceeds the table value, leading to the rejection of the null hypothesis (Ho). This signifies that there is a significant relationship between the school head’s administrative skills and the performance of teachers, as reflected in their OPCRF ratings. Similarly, the correlation between instructional leadership skills and the IPCRF, which is also considered a “moderate” correlation. The computed value surpasses the table value, leading to the rejection of the null hypothesis and confirming a significant relationship between instructional leadership and teacher performance. Both relationships, therefore, indicate that the leadership skills of school heads are closely tied to the performance outcomes of teachers in their schools. The results implied that the administrative and instructional leadership skills of school heads have a significant and moderate positive impact on teacher performance. Specifically, school heads who demonstrate strong administrative and instructional leadership are likely to foster improved performance among teachers, as measured by their OPCRF and IPCRF evaluations. The moderate correlation suggests that while leadership skills play a crucial role in enhancing teacher performance, other factors may also contribute to the overall outcomes. This highlights the importance of ongoing professional development for school heads and a focus on improving leadership skills to further elevate the quality of education within schools. Keywords — Administrative & Instructional Leadership. School Performance School Head Teachers