Instructional Leadership Skills and Adept Progress of Teachers: Basis for Teachers’ Development Enhancement Program
DOI:
https://doi.org/10.5281/zenodo.21511492Keywords:
Instructional leadership, Adept progress, Teacher professional development, School heads, Baleno District, Descriptive-correlational study, Instructional supervisionAbstract
Education remains a fundamental driver of national development and global competitiveness, underscoring the necessity for high-quality instruction that fosters twenty-first-century competencies. While systematic instructional supervision and sustained professional development support are essential for enhancing teacher competence, these processes are heavily dependent on effective instructional leadership. This quantitative study employed a descriptive-correlational research design to examine the relationship between the instructional leadership skills of school heads and the level of adept progress of teachers across public elementary schools in the Baleno District, Division of Masbate Province. Data were gathered from 24 school heads using complete enumeration and 139 classroom teachers selected through stratified random sampling with Slovin’s formula. Adapted five-point Likert scale questionnaires evaluated instructional leadership across seven domains—instructional resource provider, visible presence, professional development, maximizing instructional time, monitoring student progress, feedback, and curriculum implementer—alongside teacher progress across consultation, coaching, community of practice, lesson planning, mentoring, reflective supervision, and technical assistance. Descriptive and inferential statistical tools, including weighted means and Pearson’s product-moment correlation coefficient (r), were utilized to analyze the data and test the null hypothesis at a 0.05 level of significance. The findings aim to bridge localized literature gaps regarding instructional supervision in geographically isolated, resource-constrained rural contexts. Ultimately, the results serve as an empirical foundation for proposing a context-tailored Instructional Leadership Enhancement Program (ILEP) designed to optimize administrative support systems, elevate teaching efficacy, and improve overall educational outcomes within the district.
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