The instructional leadership practices of school heads

Joseph Jay U. Aureada

Volume 2, Issue 2, June 2021

Abstract

This qualitative research study investigated the instructional leadership practices of the school heads in the City Schools Division of Tayabas City and related them to the students’ achievement. Using purposive sampling, a triangulation approach as used to interview a total of 55 teachers and 25 school heads who were responsible for grade 6 students. The 60-minute interviews were held at the school premises during the visitation and monitoring period. It also evaluated several documents and the National Achievement Test. The results showed school heads mostly carried out functions related to mission, management of curriculum and instruction, supervision and support teaching, monitoring of student progress and promoting an effective instructional climate. However, there was no proper monitoring and evaluation. The teachers’ competencies, or the lack of it, have not been closely monitored and evaluated. It was concluded that school heads had more difficulties fulfilling duties related to teaching and learning than managerial functions. The results are beneficial to the school superintendent as baseline for the continuous improvement of the instructional leadership. It is highly beneficial for the conduct of further research correlating the instructional leadership with the students’ academic achievement.

Keywords

Author information & Contribution

Joseph Jay U. Aureada. PhD. Department of Education – City Schools Division, Tayabas City, Philippines

Disclosure statement

Funding

Institutional Review Board Statement

AI Declaration

Notes

Acknowledgement

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Cite this article:

Aureada, J. U. (2021). The instructional leadership practices of school heads. International Journal of Educational Management and Development Studies, 2(2), 75-89. https://doi.org/10.53378/346106