The Development and Assessment of Instructional Leadership Towards the Fidelity of SOLO Taxonomy

This study assessed instructional leadership practices, fidelity of Structure of Observed Learning Outcomes (SOLO) Taxonomy implementation, and implementation context among junior high school teachers in Trinidad Districts I and II, Bohol, to inform an instructional leadership framework. A quantitative descriptive-correlational design with comparative and predictive components involved 99 respondents (93 teachers, four school heads, and two public schools district supervisors) selected through complete enumeration. Data were obtained using the Principal Instructional Management Rating Scale and two validated researcher-developed questionnaires and analyzed through descriptive statistics, Pearson correlation, regression, and Welch's ANOVA. Instructional leadership was rated high by teachers (M = 4.19), while SOLO implementation fidelity was very high (M = 4.21); the implementation context was moderately supportive (M = 2.97). Fidelity was positively associated with instructional leadership (r = .305, p = .003) and availability of instructional materials (r = .558, p < .001). Instructional materials independently predicted fidelity (β = .472, p < .001), and no significant stakeholder differences in leadership ratings emerged. Findings indicate that leadership and accessible instructional resources are associated with more consistent SOLO application, although the design does not establish causality. Schools should prioritize SOLO-aligned resources, instructional coaching, and stronger feedback and reflection practices. The four-school, questionnaire-based design limits generalizability and direct verification of instructional practices. The proposed leadership framework may guide evidence-informed school improvement and advance SDG 4 (Quality Education) through more sustainable instructional support.