Instructional Leadership Characteristics of a School Leader and Their Effects on Teachers' Teaching Pedagogies

Abstract

INTRODUCTION

The present educational showground requires a learning leader to increase students' performance revealing the mastery of the curriculum objectives or the required learning competencies. This study is aligned with determining the varied instructional leadership characteristics of a school leader and their effects to the teaching pedagogies being employed by the teachers at Plaridel Integrated National High School which, consequently, may increase the school's academic performance.

METHODS

The study used descriptive-correlation research. Ten (10) Junior High School Grade 10 teachers and 100 Grade 10 students whose names appeared in the Learners Information System (LIS) were the respondents of the study. They were chosen through convenient sampling. Likewise, these students are the ones taking the National Achievement Test (NAT). The data were statistically treated using mixed method applying a survey questionnaire, a Department of Education STAR observation form and a teaching pedagogy checklist-driven form Regional Memorandum No. 233 s. 2015. Descriptive evaluative, normative methods, and documentary analysis were considered in the development of the study.

RESULTS

Based on the analyses and interpretations of data gathered, the findings revealed that (1) Teacher and learner-respondents' understanding about instructional leadership characteristics and teaching pedagogies were inconsistent with their performance when discussing a lesson or are inconsistent as revealed by their responses using the research instruments. (2) Both of the respondents were giving the school head's instructional leadership characteristics so much recognition because of the identified very strong responses. (3) The teachers were valuing both the school head's instructional leadership characteristics and the required teaching pedagogies but giving teaching pedagogies more weight or importance.

DISCUSSIONS

Research findings were used as bases for justifying an action plan to improve instructional leadership which is expected to enhance teaching pedagogies, a recommended mechanism to improve school academic performance.