INSTRUCTIONAL LEADERSHIP AND SCHOOL CLIMATE AS PREDICTORS OF TEACHER PROFESSIONAL DEVELOPMENT

TEACHERS and SCHOOL LEADERSHIP

This study examined the extent to which instructional leadership and school climate predict teacher professional development in public elementary schools. Guided by contemporary frameworks on effective school leadership, the research investigated principals’ practices in instructional supervision, monitoring, and feedback, as well as teachers’ perceptions of the overall school climate, including collegial relationships, communication patterns, and organizational support. Using a quantitative correlational design, data were gathered from teachers through standardized survey questionnaires and analyzed using descriptive statistics, correlation, and regression techniques. Findings revealed that both instructional leadership and school climate were perceived at a high level by teachers, indicating consistent leadership practices and a generally positive and supportive school environment. Results further showed significant positive relationships among the variables, with instructional leadership and school climate emerging as strong predictors of teacher professional development. These findings suggest that when school leaders provide clear instructional guidance and foster a positive, collaborative school climate, teachers are more likely to engage in continuous learning and improvement. The study highlights the crucial role of school heads in shaping conditions that promote professional growth and recommends leadership capacity-building and school climate enhancement strategies to strengthen teacher development initiatives.

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