Instructional Leadership Practices Toward Teachers’ Performance

This study examined the instructional leadership practices of school heads and their relationship with teachers’ performance in Tabunoc Central Elementary School, Lutao Elementary School, and Inabanga Elementary School in the Municipality of Inabanga, Bohol, during School Year 2026–2027. Specifically, it assessed instructional leadership practices in terms of defining school vision, mission, and goals; curriculum and instructional management; instructional supervision and classroom observation; professional development and capacity building; monitoring learners’ academic progress; data-driven decision-making; learning environment and school climate; coaching and mentoring; and stakeholder collaboration. It also examined teachers’ performance across seven professional dimensions and determined the relationship between instructional leadership practices and teachers’ performance. The study involved 120 teacher-respondents. The findings revealed that instructional leadership practices obtained an overall composite mean of 4.02, verbally interpreted as High. Learning environment and school climate received the highest mean of 4.16, while coaching and mentoring obtained the lowest mean of 3.94. Teachers’ performance obtained an overall composite mean of 4.10, also interpreted as High. Learning environment received the highest mean of 4.17, whereas personal growth and professional development obtained the lowest mean of 4.04. Correlation analysis indicated a significant positive relationship between instructional leadership practices and teachers’ performance (r = 0.62, p < .001). This finding suggests that higher instructional leadership ratings were associated with higher teachers’ performance ratings, although the correlational result does not establish causation. Based on these findings, an Instructional Leadership Enhancement Program was proposed to strengthen coaching and mentoring, instructional supervision, professional development, curriculum management, data-driven decision-making, learner progress monitoring, and stakeholder collaboration. The proposed program aims to equip school heads with practical strategies for supporting teachers’ professional growth and enhancing instructional effectiveness in the selected public elementary schools in Inabanga, Bohol.