The Impact of Instructional Leadership on Teacher Performance
DOI:
https://doi.org/10.5281/zenodo.19510219Keywords:
instructional leadership, teacher performance, school administration, supervision, elementary educationAbstract
This study examines the impact of instructional leadership on teacher performance in Sangat Central Elementary School and Balud Elementary School in San Fernando, Cebu, Philippines. Using a descriptive-correlational research design, data were collected from 30 teachers through structured questionnaires assessing instructional leadership practices and indicators of teacher performance. Instructional leadership was measured in terms of goal setting, supervision, feedback, and professional development support, while teacher performance focused on classroom management, instructional delivery, and student engagement. Findings revealed that effective instructional leadership significantly enhances teacher performance by promoting clear expectations, continuous monitoring, and collaborative professional growth. School heads who actively guide, support, and motivate teachers contribute to improved teaching practices and overall school effectiveness. The study concludes that strengthening instructional leadership is essential in fostering teacher competence and improving educational outcomes. Recommendations highlight the need for sustained leadership training and supportive school environments.
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