The Work Stressors in Relation to The Instructional Leadership Competence of the School Heads in the Public Secondary Schools in the Province of Quezon

This study examined the relationship between work stressors and instructional leadership competence among public secondary school heads in Quezon Province during School Year 2021–2022. Using a descriptive-evaluative-correlational design, the study involved 127 school heads from the Divisions of Tayabas, Lucena, and Quezon through total enumeration. Data were collected using a validated, researcher-made 95-item questionnaire and analyzed through descriptive and correlational statistics. Findings revealed that work stressors were “Much Evident,” particularly in emotional and social dimensions, while instructional leadership competence was “Very Much Evident.” Significant agreement was established in respondents’ rankings of work stressors and most leadership competencies, except in responding to changing instructional program needs and continuing school improvement plans. A strong, highly significant positive relationship emerged between work stressors and instructional leadership competence (r = 0.7504, p < 0.001). These findings indicate that occupational stressors and instructional leadership competence are significantly associated within the participating schools. The study recommends strengthening institutional support, collaborative problem-solving, communication, professional development, instructional monitoring, and responsive school management practices. Its findings are limited to the participating school heads and the correlational design, which does not establish causality. The study contributes localized evidence to educational leadership research and provides a basis for institutional policies supporting school heads’ well-being, effective instructional leadership, and sustainable educational management.