Resonant leadership characteristics and instructional supervision of school heads: Basis for a proposed training design

This study employed a descriptive research method to explore the characteristics of resonant leadership and instructional supervision of school heads in the schools of the San Pablo City Division. Utilizing a researcher-made survey questionnaire with a Cronbach alpha of 0.87, data were gathered from randomly sampled school heads and teachers across seven districts and three clusters with a total participant of eighty-two school heads and three hundred twenty-four teachers. The study focused on self-assessment of resonant leadership traits and the level of instructional supervision by school heads. Findings revealed that school heads rated themselves highly in resonant leadership traits such as vision, compassion, positive mood, and altruism. Teachers also rated their school heads positively, though slightly lower than the self-assessments. No significant differences were found in resonant leadership based on demographic variables except for educational attainment, where higher qualifications were linked to stronger leadership traits. Both school heads and teachers rated the principals' instructional supervision very highly across various domains. A strong positive correlation was identified between resonant leadership characteristics and effective instructional supervision. The study proposed a targeted training program to enhance these leadership qualities and improve instructional supervision practices.