Relationship of Instructional Leadership Practices among School Administrators and School Performance: Input Development of Annual Improvement Plan

Bonifacio H. Rivera, Jr.
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Bonifacio H. Rivera, Jr.: Graduate School, Eastern Samar State University, Borongan City, Eastern Samar, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 7, 465-479

Abstract: This study determined the relationship between instructional leadership practices among school administrators and school performance: Input to the development of Annual Improvement Plan. A descriptive and correlational study type of research that is characterized as simply the attempt to determine, describe, or identify and correlational method will be used in determining the significance of the relationship between instructional leadership practices and school performance using an adopted survey questionnaire. A total of forty (40) respondents of school administrators from Dolores I and II Districts answered the questionnaires utilized in the study to get the data required. The statistical tools used the correlational method on instructional leadership practices and school performance. To test, the null hypothesis of the study was set at a 0.05 level of significance. Based on the findings of the study, the school administrators exhibit effective instructional leadership within the context of school and instructional leadership, the creation of a student-centered learning climate, and the management of human resources and professional development. However, school performance achieved a highly satisfactory rating, indicating a significant accomplishment in terms of fulfilling the mission and vision, achieving goals and objectives, and demonstrating innovation, creativity, and initiative in modular distance learning. There was no significant relationship between instructional leadership practices and school performance. The foregoing conclusions served as the basis for the following recommendations: DepEd should develop an assessment tool tailored for teachers to evaluate their school administrators regarding instructional leadership practices. And should establish and implement objective systems to assess the contribution of school administrators to the overall effectiveness of school performance.

Date: 2024
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