THE EFFECTS OF PRINCIPALS’ INSTRUCTIONAL LEADERSHIP BEHAVIORS ON THE ELEMENTARY TEACHERS’ INSTRUCTIONAL PRACTICES OF DAVAO ORIENTAL DIVISION: A DESCRIPTIVE-CORRELATIONAL APPROACH

Education

This study examined the effects of principals’ instructional leadership behaviors on the instructional practices of elementary teachers in selected public elementary and integrated schools in the Municipality of Cateel, Davao Oriental, during the School Year 2024–2025. Specifically, it determined the level of principals’ instructional leadership behaviors in terms of framing and communicating school goals, supervising and evaluating instruction, coordinating the curriculum, monitoring student progress, protecting instructional time, maintaining high visibility, providing incentives for teachers and learning, and promoting professional development. It also assessed the level of teachers’ instructional practices in terms of planning, teaching, and assessment, and examined the relationship between the two variables. The study employed a quantitative descriptive–correlational research design. Data were gathered from school principals and regular teachers holding Teacher I to Teacher III positions using adapted survey questionnaires. Descriptive statistics, including mean and standard deviation, were used to determine the levels of the variables, while the Pearson Product–Moment Correlation Coefficient was utilized to test the relationship between principals’ instructional leadership and teachers’ instructional practices. Findings revealed that principals’ instructional leadership behaviors were rated very high across all dimensions, indicating consistent and effective leadership practices. Teachers’ instructional practices in planning, teaching, and assessment were also rated very high, suggesting strong instructional competence. Moreover, results showed a strong and statistically significant positive relationship between principals’ instructional leadership and teachers’ instructional practices. The study concludes that effective instructional leadership plays a crucial role in enhancing teachers’ instructional practices and supports the continuous improvement of teaching and learning in public elementary schools.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.