Instructional Leaders’ Practices in Multigrade Schools in Siargao Island

The study investigated the instructional leadership practices of multigrade school heads in the Siargao Island Division. Specifically, it examined the respondents’ profiles (age, sex, educational attainment, and years in service) and their practices across five domains: leading strategically, managing school operations and resources, focusing on teaching and learning, developing self and others, and building connections. Using a descriptive research design, data were collected from 35 multigrade school heads through a validated researcher-made questionnaire. Results showed that most respondents were female, aged 40–45, enrolled in graduate studies, and in service for 0–5 years. They demonstrated well-practiced instructional leadership across all domains. Age and years in service significantly influenced leadership practices, while sex and educational attainment did not. Despite being relatively new in their positions, the school heads exhibited effective instructional leadership. Recommendations included establishing a context-based mentoring program, knowledge-sharing platforms, and MANCOM-led briefing sessions to enhance multigrade instructional leadership.