Instructional Leadership Agility and School Improvement Responsiveness Among School Heads
DOI:
https://doi.org/10.5281/zenodo.19723713Keywords:
Instructional leadership agility, school improvement responsiveness, school heads, adaptive leadership, school improvement, public schoolsAbstract
This study grew from the recognition that effective school leadership required both instructional direction and the ability to respond to changing school realities. It determined the relationship between instructional leadership agility and school improvement responsiveness among public school heads in San Manuel, Isabela. Using a quantitative cross-sectional explanatory design, data were gathered through a researcher-developed questionnaire that underwent expert validation and reliability testing. Descriptive statistics, Pearson correlation, and simple linear regression were used to analyze the data. Findings revealed that the respondents demonstrated a high level of instructional leadership agility, particularly in responsiveness to classroom and teacher needs and adaptive instructional supervision. The respondents also showed a high level of school improvement responsiveness, especially in the use of school data for planning and intervention. Correlation analysis indicated a significant strong positive relationship between instructional leadership agility and school improvement responsiveness. Regression results further confirmed that instructional leadership agility significantly predicted school improvement responsiveness and explained a substantial proportion of its variance. These findings suggested that school heads who practiced flexible, timely, and context-sensitive instructional leadership were more likely to lead responsive school improvement actions. The study concluded that instructional leadership agility was an important leadership condition in strengthening school improvement responsiveness. It recommended leadership development initiatives focused on adaptive instructional supervision, evidence-based decision-making, and context-responsive school improvement planning.
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