Curriculum-Focused leadership as Predictor of Instructional Devotion of Teachers in Marilog, Davao City

This study aimed to evaluate the influence of curriculum-focused leadership of school heads on the instructional devotion of teachers using a non-experimental quantitative design with a descriptive-correlational technique. A total of 266 elementary school teachers from public schools in Marilog, Davao City were selected through simple random sampling. The researcher utilized a modified and enhanced, adapted survey questionnaire that was pilot-tested in a nearby school to ensure high reliability and internal consistency. Findings indicated that curriculum-focused leadership was generally extensive. Likewise, instructional devotion was rated extensive. Correlational analysis revealed a strong and significant positive relationship between curriculum-focused leadership and instructional devotion; among leadership domains, curriculum innovation and adaptation related most strongly to devotion, followed by instructional planning oversight and learning resource management, whereas monitoring and evaluation showed the weakest association. Regression analysis further showed that instructional planning oversight, resource management, and curriculum innovation significantly predicted instructional devotion, while monitoring and evaluation did not yield a significant effect. At a holistic level, the model explained a substantial proportion of the variance in instructional devotion, underscoring the central role of curriculum-f