The Instructional Leadership Practices of School Heads in Improving the Teaching-Learning Processes in the Division of Quezon: A Basis for an Enhancement Program

Abstract

This study determined the instructional leadership practices of school heads in improving the teaching-learning processes in the First Congressional District of Quezon. A descriptive survey design was used to which enabled the collection of quantitative data from 195 school heads from the 12 municipalities. Frequency count, percentages, weighted arithmetic mean, and ranking were the statistical tools used to treat the data gathered. The study revealed that majority of the respondents were in the age of 41 to 50 years old, female, served in school for 21 to 30 years, teacher –in –charge and gained master’s degree. The respondents strongly agreed on the instructional leadership practices of school heads in improving the teaching-learning processes and neither agreed nor disagreed on the problems encountered by school heads in instructional leadership. It is therefore recommended that the school heads must ensure that educational strategies are in place to support effective teaching-learning processes. They should facilitate guide and support quality instructional practices to improve pupils’ achievement. In the end, this research offers the utilization of an enhancement program designed by the researcher where the ultimate aim is to enhance the instructional leadership of school heads in improving the teaching-learning process.