Instructional Leadership Practices of Selected Elementary School Heads in the City Schools Division of Bacoor: Basis for a Proposed Leadership Development Program

Abstract

The study assesses the instructional leadership practices of selected elementary school heads in the City Schools Division of Bacoor in the hope to recommend a proposed leadership program for school heads. A sample size of eight (8) school heads and 179 teachers were chosen as respondents using a descriptive-evaluative design. The respondents were mostly female with MA units with positions of Teacher I to Teacher III. On the average, their number of years in the service and in their current school was 6 years and above. The study reveals that the respondents’ evaluation on the instructional leadership practices of selected school heads showed a “Frequently” response. It showed that on Leadership and Governance, passing of reports on time to district and division offices was the highest. In Curriculum Supervision and Instruction, it revealed that the school heads’ instructional leadership practices had a “Frequently” response. It further showed that the school heads support teachers in developing and improving instruction to embrace the K-12 curriculum and be able to compete globally. In terms of Staff Development, school heads are great motivators in pursuing lifelong learning and professional growth of the teachers to develop their abilities and skills. Furthermore, it was depicted in Monitoring Students’ Progress that school heads are hands-on in giving rewards to achieving pupils. Likewise, they are constant in discussing the academic performance results with the parents through parent-teacher conferences. Lastly, it showed that there is no significant difference in the instructional leadership practices of school heads as assessed by the teachers and school heads and when they are grouped according to their profile. Based on the foregoing findings and conclusions, it is recommended that the capacity and leadership program should be done to equip school heads to perform more effectively in the different aspects of instructional leadership. It is furthered recommended that the school heads should enhance management skills to manage school process, analyze curriculum implementation, strengthen staff development and stakeholders’ participation, and concentrate in monitoring students’ progress.