The Mediating Effect of Resource Allocation Proficiency of School Heads on Institutional Leadership and Teachers' Instructional Engagement

This study investigated how resource allocation proficiency mediated the relationship between institutional leadership and instructional engagement of teachers using structural equation modeling with a non-experimental, descriptive-correlational design. A total of 293 elementary school teachers in Laak South District, Davao de Oro were selected through simple random sampling. Validated and pilot-tested survey instruments ensured the reliability and internal consistency of the data collection. Results showed that institutional leadership of school heads was generally extensive, particularly in learning environment stewardship, although less consistent in student discipline. Instructional engagement of teachers was moderately extensive, with strong emphasis on student engagement but limited integration of technology. Resource allocation proficiency was also moderately extensive, highlighting prioritization of professional development and teaching materials over extracurricular support. Strong positive correlations existed among the three variables, affirming that leadership and resource use are crucial to effective instruction. Path analysis revealed that institutional leadership significantly influenced instructional engagement both directly and indirectly, with resource allocation proficiency acting as a partial mediator. These findings underscored the critical role of both leadership and equitable resource distribution in fostering effective teaching practices.