Instructional Leadership, Managerial, and Interpersonal Communication Competence of School Heads: A Structural Equation Model on Efficacy of Teachers in Region XI

The study aims to determine the best-fit model for efficacy of teachers as influenced by instructional leadership, managerial, and interpersonal communication competence of school heads of Region XI.A non-experimental quantitative research design employing descriptive, predictive, and structural equation model was utilized in the paper.A total of 400 teachers in Region XI selected through stratified random sampling was surveyed.The collected data from adapted survey questionnaires were analyzed using mean, Pearson product-moment correlation coefficient, linear regression, and structural equation modeling.The findings of the study revealed that the level of instructional leadership, managerial, and interpersonal communication competence, and efficacy of teachers were described as high.Also, a significant correlation between instructional leadership and efficacy of teachers, managerial competence and efficacy of teachers, and interpersonal communication competence and efficacy of teachers was noted as the p-values of all the measures are less than the significant alpha value.Further, the result shows a significant influence of the three exogenous variables towards the endogenous variable which is efficacy of teachers.Lastly, Model 3 met the goodness of all criteria, indicating the best fit model for efficacy of teachers.Two out of three indicators of instructional leadership, namely, promoting school-wide professional development and defining and communicating school goals, remained significant predictors of efficacy of teachers.Also, managerial competence had two out of three, namely, materials resource management and human resource management, were found to affect efficacy of teachers.On the other hand, the interpersonal communication competence had three out of four indicators, namely, trust and respect, personal communication and connectedness, that significantly affect efficacy of teachers.Finally, only two out of the three indicators that remained viable efficacy of teachers construct, namely, instructional strategies, and classroom management.