The study aimed to assess the instructional leadership attributes and practices of public elementary school heads in the District of Victoria, Division of Laguna during the school year 2020 - 2021.
This study is limited to the three public elementary schools in the District of Victoria, Division of Laguna namely Victoria Elementary School, Masapang Elementary School, and Banca Elementary School. The researcher selects fifty (50) teachers per school as the respondents of the study. A total of one hundred fifty (150) teacher-respondents. The study used the Slovins Formula with 10% of margin of error in determining the sample respondents per school. The study used the descriptive survey research utilizing the researcher made instrument.
The study found out that in general, the level of instructional leadership attributes of public elementary school heads with respect to assessment of learning, developing programs &/or existing programs, and instructional supervision is Highly Attributed. It may mean that the school heads demonstrated all the time the instructional leadership attributes of a school leaders that can hone their knowledge and competence in providing technical assistance, instructional support, and preparing and implementing instructional supervisory plan using appropriate strategy. Also, the level of leadership practices of school heads in terms of setting directions, developing people, and managing the instructional program is Highly Practiced. It may mean that the school heads are greatly practices in building a shared vision and collaborative cultures as well as in fostering the acceptance of goals and expectations. Also, school heads are exercising their duties and responsibilities to increase productivity of their people. More so, there is a significant relationship on the instructional supervision attributes in terms of setting directions practices of public elementary school heads, since the obtained p-value of 0.00 does not exceed at 0.05 level of significance, thus the null hypothesis is rejected. It simply shows that the instructional supervision of school heads is greatly affected by their practices like communicating directions, building a shared vision and collaborative cultures, and fostering the acceptance of the goals towards the improvement of the school.
However, the assessment of learning and developing programs &/or adapting existing programs in terms of setting directions, developing people, and managing instructional program are not significantly correlated, since the obtained p-value of 0.00 exceed at 0.05 level of significance, thus the null hypothesis is failed to discard. It may mean that the instructional leadership attributes of the school heads are not correlated to their leadership practices. It can be added that school heads must ensure the proper staffing of instructional program and monitoring progress of students, teachers, and the school towards productive relations with the entire school community.
INTRODUCTION
Instructional leadership plays an indispensable role in effectiveness and improvement of educational institution, right from setting of goals to accomplishment of goals. Also, effective leadership is widely understood as being a key constituent in achieving school improvement. An excellent school heads are sense makers of schools that help in creating a sustainable climate that will enhance teachers’ and learners’ productivity. A highly effective principal is not entitled to the job per se, but more importantly to the chance to make a difference in the school. This could imply a difference in the educational landscape, rebuild an ailing school, or do for the concepts of better accountability, equity, and excellence (Fook, 2019).
Instructional leadership attributes and practices of the school heads in the locale of the present study may not be quite different from that of other divisions in the region. There were reports that few school heads were not able to come up with that what is expected of them. Some are not functioning according to their job description as a school head. Sometimes, their roles and obligations are delegated and distributed to the coordinators and teachers. Others are excellent performers in doing their job and they awarded as an excellent school head while others were not, they are not performing well in leading and supervising their teachers. Sometimes, they neglect their most important job which is the supervision instruction because they are so busy with paper works especially in liquidating the Maintenance and Other Operating Expenses (MOOE). Likewise, other school heads were too focused on allocating resources to beautify their schools and set aside the major role to provide quality education to learners by constantly monitoring teachers, assessing for learners, adapting and implementing programs for school improvement, and managing instructional program.
These are the reasons why the researcher was motivated to assess the instructional leadership attributes and practices of public elementary school heads in the District of Victoria, Division of Laguna. The findings of the study could be the basis for recommendation on plan of action for school heads to strengthen their instructional leadership practices and attributes.
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