Instructional Leadership and Emotional Resilience on Teachers’ Competence

This study examined the relationship of the instructional leadership and emotional resilience on teachers’ competence among educators in Valencia City during the 2024–2025 school year. Employing a descriptive-correlational research design, the study assessed teachers’ instructional leadership (developing and communicating shared goals, mentoring and feedback, professional development), emotional resilience (personal competency, spiritual influences, family cohesion, peer support), and competence (mastery of subject matter, teaching skills, communication, classroom management, evaluation). Data were collected using standardized questionnaires and analyzed through descriptive statistics, Pearson correlation, and multiple regression. Results revealed that teachers consistently demonstrated high levels of instructional leadership and emotional resilience, with family cohesion and spiritual influences as the strongest contributors. Teachers’ competence was also rated highly across all measured domains. Significant positive correlations were found between teachers’ competence and both instructional leadership (r = .522, p < .001) and emotional resilience (r = .414, p < .001). Regression analysis identified developing and communicating shared goals as the strongest predictors of teacher competence. The findings highlight the importance of a unified vision, continuous professional growth, and robust social and familial support in fostering teacher effectiveness.