ABSTRACT
This study determined the significant relationship between school heads’ collaborative leadership practices in the relationship between teachers’ teaching performance. A proposed Instructional Supervisory plan was formulated based on the result of the study. This study employed a quantitative-correlational research design to examine the relationship between school heads’ leadership and innovative skills and teacher performance. A correlational design was deemed appropriate as the study aimed to determine the extent to which the independent variables—leadership skills and innovative skills of school heads—were related to the dependent variable—teacher performance. The quantitative approach allowed for the collection of numerical data from a substantial sample size, providing objective and measurable insights into patterns and relationships among the variables. Using standardized survey questionnaires, data were gathered to assess how school heads’ leadership practices and capacity for innovation impacted the effectiveness and performance levels of teachers in their respective schools. The study did not involve manipulation of variables; rather, it analyzed naturally occurring relationships between the practices of school heads and the observable outcomes in teacher performance. Descriptive statistics (mean, standard deviation) were used to summarize the data, while inferential statistics—specifically Pearson product-moment correlation and possibly multiple regression analysis—were employed to determine the strength and significance of the relationships between variables.
The findings reveal that the correlation coefficient between School Heads’ Leadership Skills and Teachers’ Performance indicating a significant relationship. This suggests a strong positive association, meaning that as the leadership skills of school heads improve, teachers’ performance also tends to increase. This relationship highlights that effective leadership—characterized by sound decision-making, interpersonal support, and strategic direction—plays a crucial role in motivating teachers and enhancing their classroom performance. The result underscores that when school heads demonstrate strong leadership qualities, they create a supportive environment conducive to effective teaching and learning.
Similarly, the correlation between School Heads’ Innovative Skills and Teachers’ Performance shows a coefficient, with a p-value, also denoting a significant relationship. This indicates an even stronger positive correlation compared to leadership skills, implying that innovation-oriented school heads substantially influence the quality of teaching and learning. When school heads adopt innovative practices—such as creative problem-solving, community collaboration, and the use of authentic assessment—teachers are more inspired to employ dynamic teaching strategies and adapt to new educational trends. This result affirms that innovation in leadership fosters a culture of continuous improvement and responsiveness among teachers.
The results imply that both School Heads’ Leadership Skills and Innovative Skills have significant positive relationships with Teachers’ Performance, as all p-values are below the 0.05 level of significance. The result implies that when school heads possess strong leadership and innovative competencies, teachers are more likely to perform at outstanding levels, as reflected in the overall findings of this study. This suggests that effective and innovative school leadership not only enhances administrative efficiency but also directly contributes to the professional growth and instructional effectiveness of teachers.
Keywords: Innovative & Leadership Skills, School Heads, Teacher’s Performance
INTRODUCTION
In today’s increasingly complex educational landscape, the leadership and innovative skills of school heads are crucial factors influencing not only teacher performance but also overall institutional success as reflected in Key Performance Indicators (KPIs) such as learner achievement, instructional quality, and school efficiency. The independent variable, school heads’ leadership and innovation capacity, refers to their ability to guide, inspire, and implement change through effective decision-making, strategic thinking, and adaptive practices. This plays a direct role in shaping the dependent variable, which is teacher performance—often measured through instructional delivery, classroom management, professional development engagement, and contributions to school goals.
According to Del Rosario and Alba (2021), effective and innovative leadership from school heads leads to improved teacher morale, greater instructional effectiveness, and stronger alignment with school performance benchmarks. In a similar study, Perdigon and San Andres (2023) found that school heads who exhibit transformational and innovation-driven leadership styles positively influence the achievement of performance indicators, including increased National Achievement Test (NAT) scores and reduced drop-out rates.
Successful implementation of plans is also crucial, and school heads with strong implementation skills can execute initiatives efficiently, engage stakeholders, and monitor progress. They ensure that programs and initiatives are rolled out smoothly, with minimal disruptions to teaching and learning. By doing so, they can positively impact KPIs such as student achievement, teacher effectiveness, and school culture and climate. Effective implementation also enables school heads to identify areas for improvement and make data-driven decisions.
School heads' planning skills are crucial in developing strategic plans that align with the school's vision and mission. Effective planning enables school heads to establish clear goals and objectives, prioritize resources, and allocate tasks efficiently. This, in turn, impacts key performance indicators (KPIs) such as student achievement, teacher effectiveness, and parent engagement. By setting measurable goals and objectives, school heads can monitor progress and make data-driven decisions to drive improvement.
These gaps underscore the urgent need to examine how leadership and innovation competencies of school heads relate to measurable educational outcomes—particularly teacher performance, which is a foundational driver of student success and school improvement. Conducting this study will generate empirical evidence that can guide leadership development programs, inform strategic interventions at the division level, and provide school systems with a clearer understanding of which leadership traits matter most in driving teacher effectiveness. Therefore, this research is both timely and necessary to support data-driven educational leadership reform and elevate the quality of teaching and learning in schools.
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