Instructional Leadership Responsiveness and Teacher Professional Support in Public Elementary Schools
DOI:
https://doi.org/10.5281/zenodo.21398937Keywords:
adaptive follow-through, instructional leadership, professional support, public elementary schools, teacher development, timeliness of responseAbstract
This study investigated how instructional leadership responsiveness shaped teacher professional support in public elementary schools. A cross-sectional predictive latent-variable design was employed, with data analyzed through partial least squares structural equation modeling. The study focused on instructional leadership responsiveness as reflected in needs recognition, timeliness of response, quality of instructional feedback, and adaptive follow-through, while teacher professional support was assessed through coaching and mentoring, collaborative professional learning, access to instructional resources, and professional growth assistance. Results showed that instructional leadership responsiveness was perceived at a moderate level, with instructional feedback emerging as the strongest dimension and timeliness of response as the weakest. Teacher professional support was likewise rated moderately, with collaborative professional learning receiving the highest assessment and access to instructional resources obtaining the lowest. The measurement model demonstrated acceptable internal consistency, convergent validity, and discriminant validity. Structural model results revealed a positive and significant relationship between instructional leadership responsiveness and teacher professional support, with instructional leadership responsiveness explaining a substantial proportion of the variance in professional support. Predictive assessment further indicated moderate out-of-sample predictive power. Importance-performance analysis identified timeliness of leadership response and adaptive follow-through as the leading priorities for improvement. The findings suggest that responsive school leadership becomes more effective when instructional concerns are addressed promptly, feedback is sustained, and professional assistance is aligned with teachers’ actual classroom needs. Strengthening coaching systems, follow-up mechanisms, collaborative learning structures, and resource facilitation may improve the quality and consistency of teacher professional support in public elementary schools.
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