Teachers’ Self-Efficacy in Relation to Their Perceptions of School Heads’ Instructional Leadership Skills
DOI:
https://doi.org/10.5281/zenodo.20602957Keywords:
teachers' self-efficacy, instructional leadership skills, school headsAbstract
This study explores the instructional leadership skills of school heads and their impact on teachers' self-efficacy in secondary schools. The study was conducted to assess the effectiveness of school heads in instructional leadership roles and how these roles influence the self-efficacy of teachers, thereby impacting student outcomes. The research was guided by the Philippine Professional Standards for School Heads (PPSSH) as outlined in DepEd Order No. 24, s. 2020, and utilized a descriptive-correlational research design. The instrument used for data collection was a questionnaire adopted and modified from the study "Leadership Practices of School Heads in Public Schools" by Dellomas and Deri (2022). The findings revealed that the majority of the teachers were middle-aged females with a Bachelor's degree and had been in service for more than 10 years. Teachers rated their self-efficacy very high in all three areas, particularly in student engagement and instructional strategies. It was also found that teachers perceived their school heads as effective in instructional leadership, especially in communication and promoting a clear vision. Significant relationships were identified between the profile of teachers and their perception of school heads' instructional leadership. Older and more experienced teachers had higher expectations for their school heads. Additionally, there was a significant relationship between the instructional leadership skills of school heads and the self-efficacy of teachers, indicating that better instructional leadership correlates with higher teacher self-efficacy. A comprehensive professional development plan focusing on instructional leadership and teacher self-efficacy was also suggested. This study contributes to the understanding of the critical role of instructional leadership in educational settings and provides actionable recommendations for improving school leadership and teacher performance.
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