The Quality of Instructional Leadership of School Administrators in The Public Junior High Schools of The Fourth Congressional District of Quezon

Abstract

INTRODUCTION

The study aimed to assess the quality of instructional leadership of school administrators in the Public Junior High Schools of the Fourth Congressional District of Quezon. Respondents were 58 school administrators, 296 teachers and 395 students who were randomly selected. Through this assessment, the researcher was able to make a sustainability program proposal to maintain and enhance the performance of school administrators in terms of instructional leadership.

METHODS

The researcher used the descriptive survey method wherein Descriptive SurveyQuestionnaire was utilized to gather data. The study was conducted with the permission of the following: the district supervisor and school division superintendent of the Division of Quezon, the institution of the respondents, the principals, teachers and students who served as the respondents.

RESULTS

Based on the findings, it has been concluded that the respondents comprised mainly of females, ages 46-50 years old, serving the school mostly for 21 -25 years and with bachelor’s degree with master’s Units, majority designated as Teachers-In-Charge. Based on the consolidated findings, the quality of instructional leadership of school administrators in terms of the four aspects were all very satisfactory. Both teachers and students agreed that instructional leadership of the school administrators has impact to their performance.

DISCUSSIONS

It has been recommended that, on the part of the school administrators, they should be given opportunities to pursue professional activities that would improve their instructional leadership skills such as continuing higher education and promotion. While on the part of the teachers, they should be provided with necessary activities such as conferences and seminar regarding introduction and orientation of curriculum initiatives in order to provide wider knowledge and application of those in the school setting, awareness on the programs and activities of the Department of Education and of the school which are aligned in the goals of the curriculum being implemented so that teaching and learning are well -directed, well -designed and well -implemented, and the deliberation of curriculum should be based on local needs to provide realistic learning output. Lastly, on students' part, they should be encouraged to participate in classroom and learning management to maintain discipline while using different learning styles.