School Heads' Administrative and Instructional Leadership as Predictors of the Performance of Teachers

Abstract

This study examined the influence of school heads’ administrative and instructional leadership on teachers’ performance in selected elementary and secondary schools in Bunawan, Agusan del Sur. Specifically, it determined the levels of administrative leadership, instructional leadership, and teachers’ performance, and examined the relationships and predictive effects among these variables. The study employed a quantitative, non-experimental descriptive-correlational research design. Data were collected from teachers using a validated survey questionnaire and analyzed through descriptive statistics, Pearson’s Product-Moment Correlation, and Multiple Linear Regression. Findings revealed that school heads demonstrated very high levels of administrative and instructional leadership, while teachers exhibited high levels of performance across key professional domains. Correlation analysis indicated that neither administrative leadership nor instructional leadership had a statistically significant relationship with overall teachers’ performance. Likewise, regression analysis showed that most leadership dimensions did not significantly predict teacher performance. However, personnel and professional attributes and interpersonal effectiveness emerged as significant predictors of teachers’ performance. These findings suggest that teacher performance is influenced by multiple factors beyond leadership practices alone, emphasizing the importance of supportive professional relationships and effective interpersonal interactions within schools. The study concludes that strengthening interpersonal effectiveness and fostering positive professional attributes among school leaders may enhance teacher performance. It recommends sustained leadership development initiatives and further research examining additional organizational and individual factors that influence teacher performance.