Instructional Leadership Competencies of Public Elementary School Administration

Abstract

Introduction

Educators instruct and work in schools that are typically directed by supervisors, regularly known as principals or headteachers. School organization is itself frequently part of bigger organization units. The states of educators' working life are impacted by the organization and initiative given by principals, and it is broadly expected that school administration legitimately influences the adequacy of instructors and the accomplishment results of understudies.

Methods

The inquiry on this involved the 2.67% public elementary school teachers that ascertained the level of instructional leadership competencies of their school administrators along the six(6) basic elements: a) learning environment; b) curriculum and instruction; c) learner-factor; d) teacher-factor; e) assessment of learning outcomes; and f) stakeholders’ collaboration.

Results

Thorough and in-depth analysis of the gathered data resulted in the following salient findings: 1) The public elementary school administrators were perceived by the respondents as moderately competent in their instructional leadership as evidenced by an overall mean of 3.06. The school administrators were moderately competent in instructional leadership in all the six (6) basic elements of instructional leadership; 2) There is no significant difference that exists between administrators’ instructional leadership competencies across profile variables; 4) There is no significant relationship that exists between the administrators’ instructional leadership competencies except on highest educational attainment and level of in-service training, and 5) a Proposed Enhancement Program for Instructional Leadership Competencies was designed.

Discussions

As recommended, teachers are encouraged to continue their professional growth in their careers by enrolling in graduate degree programs and attendance in higher levels of in-service training to enhance their teaching skills. Also, school administrators must develop excellent instructional leadership competencies that help them to build the intellectual capital that is necessary to make a conducive learning environment, good curricula choices and instructional practices, establish expectations for students work, provide teachers with opportunities to learn the specifics of teaching well within their academic areas and promote stakeholders' collaboration to help achieve the schools' quality education.