ABSTRACT
Instructional leadership plays a vital role in enhancing school performance by influencing teaching quality, student learning, and overall school effectiveness. This study investigated the instructional leadership practices of elementary school heads in the Division of Albay, focusing on their demographic profiles, extent of leadership practices, challenges encountered, and the relationship between perceived practices and these challenges. Using a descriptive-correlational design, data were gathered from 16 school heads and 440 teachers from central schools. Statistical tools such as weighted mean, frequency count, percentage, ranking, Spearman Rho correlation, t-test, and Wilcoxon Rank Test were used for data analysis. Findings revealed that school heads regularly demonstrated instructional leadership behaviors, with most practices rated as “always practiced” based on Hallinger’s Principal Instructional Management Rating Scale. Despite this, challenges such as conflicting schedules, multiple responsibilities, behavioral attitudes, a high number of teachers to observe, and limited training and skills in curriculum, instruction, data analysis, and contextualization were reported. These obstacles may impede leadership effectiveness and, in turn, affect instructional quality and student performance. To address these concerns, an Instructional Leadership Enhancement Program was proposed to strengthen the competencies of school heads and support sustained improvements in teaching and learning outcomes.
Keywords: instructional leadership practices, school heads, teachers, challenges, demographic profile, school performance
INTRODUCTION
The instructional leadership practices of educational leaders are essential in improving learning outcomes, as they prioritize on the quality of instruction being provided to the learners as well as on the continuous growth of teachers that affects their classroom practices. Moreover, it also involves organizing the curriculum, setting clear goals, analyzing and allocating resources among other tasks. "It shapes a future vision and outlines strategies to implement the necessary changes to realize that vision” (Hussein, 2019).
Numerous studies worldwide have highlighted the beneficial outcomes of instructional leadership, showing improvements in learner outcomes (Tremont & Templeton, 2019), teacher engagement (Mora-Ruano, et.al 2021), teaching proficiency (Ahmad & Ali, 2021; Ahmad et al., 2021), and educator efficacy (Liu & Gumus, 2021; Ma & Marion, 2019). Additionally, the International Journal of Current Science Research and Review on the Instructional Leadership Practices in Schools in Asia stated that a principal’s approach to instructional leadership in fulfilling his roles and tasks significantly impacts teacher effectiveness. Principals must involve the teachers in developing and implementing the learning objectives. They must refer to the curriculum set by the government and must work together with the teachers to improve learning programs in class according to learner’s needs. A literature review (Ikram et al.,2021) indicates that educational leaders in Asian countries tend to prioritize administrative tasks. When it comes to instructional leadership practices, they place greater emphasis on educational programs and less on curriculum administration. According to research conducted in industrialized Asian nations including Japan, Singapore, and Korea (Kim & Lee, 2000), school leaders' instructional leadership methods have a bigger influence on peer observation, coaching, and mentoring than on other types of professional development.
Mardalena (2019) identified essential qualities for effective school principals, such as having a clear vision, setting high expectations, ensuring effective teaching and learning, managing time and conflicts, utilizing resources wisely, using data for planning, and continually evaluating and improving. As instructional leaders, school heads face numerous challenges. According to Tintore et al. (2022), principals struggle with balancing system demands with learning leadership, handling accountability and autonomy, and managing pressure from families and society. Additionally, Tamadoni et al. (2021) highlighted common difficulties in both centralized and decentralized education systems, like low performance, strained relationships, and inadequate professional development for principals, teachers, and staff.
A case study in Bhutan found that school leaders often prioritized managerial tasks over instructional leadership, frequently delegating supervision to other staff. This resulted in weakened instructional oversight. Major challenges included excessive workloads, limited time, teacher shortages, and a lack of leadership training, all of which hindered effective instructional leadership.
In the Philippines, Republic Act 9155 defines the roles of school heads, emphasizing their authority and accountability in managing schools. Their responsibilities include setting school goals, creating a positive learning environment, implementing and evaluating the curriculum, developing improvement plans, ensuring equal access to education, introducing innovative teaching strategies, managing resources, addressing staffing needs, supporting staff development, and fostering school-community partnerships. They are also authorized to accept donations and perform additional duties assigned by education officials. The act stresses that school leaders should prioritize instructional leadership over administrative tasks.
Moreover, the Department of Education (DepEd) introduced the Philippine Professional Standards for School Heads (PPSSH) through DepEd Order No. 24, s. 2020, to support administrators in effectively carrying out their responsibilities and enhancing the effectiveness of instruction and learner outcomes. The PPSSH is organized into five core domains: Leading Strategically, Managing School Operations and Resources, Focusing on Teaching and Learning, Developing Self and Others, and Building Connections. These domains define the critical instructional and administrative practices necessary to drive student achievement and school improvement. Of the five domains, Domain 3, which focuses on Teaching and Learning, carries the most weight. It emphasizes the tasks of school administrators in fostering excellence in teaching and learning. Administrators are responsible for providing technical support in areas like curriculum, teaching practices, and performance. They should lead initiatives that help improve instructional practices by ensuring access to resources, offering coaching and mentoring, and facilitating development opportunities based on teachers’ unique requirements.
Lincuna and Caingcoy (2000) found that school administrators in El Salvador City, Philippines, were actively involved in key areas of instructional leadership, such as providing expert support, supervising instruction, and encouraging innovation. However, they encountered challenges including teacher resistance, scheduling conflicts, and reluctance to adopt change. In response, leaders emphasized aligning instruction with learning standards, adapting curricula to local needs, and strengthening classroom supervision.
A study conducted in Toledo City, Cebu, examined the challenges principals face in instructional leadership and their effects on educational reform. Major obstacles identified included political issues, corruption, limited resources, and instructional difficulties such as overcrowded classrooms, language barriers, and poor infrastructure. These factors negatively impacted curriculum delivery and learning outcomes. The study recommended policy reforms, enhanced capacity-building initiatives, and stronger community engagement to help overcome these challenges.
Lozada (2024) found that public secondary school administrators in Albay faced challenges in promoting learner-centered instruction, applying varied teaching strategies, and encouraging student engagement. A lack of familiarity with specific learning standards hindered their ability to offer meaningful technical support during teacher development and classroom supervision. The study recommended enhancing school leaders' competencies through targeted seminars, capacity-building efforts, inter-school collaboration, and expert consultations. This literature highlights the influence of school heads' instructional leadership on academic performance, as well as the challenges in implementing these responsibilities.
DepEd Order No. 2, s. 2024, has recently transferred several non-teaching duties, including managing physical facilities, coordinating feeding programs, overseeing school safety initiatives, and other related tasks, from teachers to school heads. While this adjustment reduces the administrative burden on teachers, it increases the managerial responsibilities of school leaders, which could limit their capacity to prioritize instructional leadership."
In July 2024, the Division of Albay conducted an Office Performance Commitment and Review Form (OPCRF) validation, revealing that most school heads scored perfectly in the domains of Leading Strategically, Managing Operations and Resources, and Building Connections. However, some school heads did not achieve perfect scores in the domains of Focusing on Teaching and Learning and Developing Self and Others. These two domains, which focus on instructional leadership, are crucial for ensuring quality learning, providing technical support to teachers, and designing professional development plans tailored to teachers' needs.
In addition, looking at the Pre-Test results of the division in the various assessments conducted in the Schools Division Office of Albay along literacy and numeracy SY. 2024-2025, there’s still a significant percentage of learners along literacy belonging to the Low and High Emerging level in Grade 1-3 learners based on the BOSY CRLA Result, and Frustration Level in Grades 4-6 learners as seen in the PHIL-IRI Result. For the Albay Numeracy Assessment Results (ALNAT), Albay Division has significant percentage of learners from Grade 1 to 6 under Needs Major Support. These assessments somehow reflect the competencies mastered by the learners along literacy and numeracy which they acquired through classroom instruction. This calls for the school heads instructional leadership practices such as intensifying the delivery of technical support to educators and other instructional support to address the educational gaps as manifested in the various assessments. Thus, it is significant to assess the level of practice of elementary school heads in the Division of Albay along instructional leadership, identify challenges in fulfilling their roles as instructional leaders and propose an Instructional Leadership Enhancement Program to improve the attainment of their instructional leadership tasks.
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