INSTRUCTIONAL LEADERSHIP OF MASTER TEACHERS AND TEACHERS’ CLASSROOM PRACTICES AT ZONE 1 HINATUAN SOUTH DISTRICT ELEMENTARY SCHOOLS, SURIGAO DEL SUR DIVISION: A DESCRIPTIVE-CORRELATIONAL STUDY

EDUCATIONAL MANAGEMENT

This study examined the instructional leadership of master teachers and its relationship with teachers’ classroom practices in Zone 1 Hinatuan South District Elementary Schools, Surigao del Sur Division during the School Year 2025–2026. Specifically, the study determined the level of instructional leadership of master teachers in terms of defining and communicating school goals, monitoring and providing feedback on the teaching and learning process, acquisition and allocation of teaching and learning resources, and promoting teachers’ professional development. It also assessed teachers’ classroom practices in terms of subject matter knowledge, instructional representation and strategies, instructional objectives and context, and knowledge of students’ understanding. The study employed a quantitative descriptive-correlational research design involving fifty (50) elementary school teachers from selected public elementary schools in Zone 1 Hinatuan South District. Adapted survey questionnaires were utilized as the primary data gathering instruments. Descriptive statistics such as weighted mean and standard deviation were used to determine the levels of instructional leadership and classroom practices, while Pearson Product–Moment Correlation Coefficient was employed to determine the significant relationship between the variables. Findings revealed that master teachers consistently demonstrated strong instructional leadership practices across all leadership domains. Likewise, teachers consistently demonstrated effective classroom practices in all instructional dimensions. Correlational analysis further revealed a strong positive and significant relationship between instructional leadership of master teachers and teachers’ classroom practices. The findings imply that effective instructional leadership contributes significantly to improving instructional quality, classroom management, instructional delivery, and teacher professional growth. The study highlights the importance of strengthening instructional supervision, mentoring systems, professional development programs, and collaborative instructional leadership practices in public elementary schools. The findings may provide valuable insights for educational leaders, school administrators, teachers, and policymakers in designing instructional improvement initiatives and leadership development programs aimed at enhancing teaching effectiveness and learner outcomes.

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