Instructional leadership, empowering leader behaviors and enthusiasm among public elementary school teachers: An explanatory sequential design

Enthusiastic teachers cultivate a positive and stimulating learning environment, promoting active student engagement and fostering a sense of community. This study aimed to determine the significance of the influence of instructional leadership and empowering leader behaviors on enthusiasm of the public elementary school teachers in Region XI. A mixed methods research, particularly sequential explanatory design, was utilized. A validated and reliability-tested adapted questionnaire was used in the data gathering. The statistical tools used for the quantitative data analysis were mean, standard deviation, and multiple linear regression. More so, a validated interview guide based on the results of the quantitative strand was constructed and used in the in-depth interview and focus group discussion. Thematic analysis was utilized for the qualitative data to extract the themes. The results revealed that the status of instructional leadership and empowering leader behaviors were rated very high, while enthusiasm was rated high. Further, instructional leadership and empowering leader behaviors significantly influenced enthusiasm. The standpoints of the participants regarding the salient points of the quantitative data and qualitative findings revealed confirmation of the status and the significant relationship between instructional leadership, empowering leader behaviors, and enthusiasm. Furthermore, the nature of data integration revealed connecting-confirmation and connecting-diverging.