Instructional Leadership Practices of School Heads and Their Influence on Teacher Performance and Student Achievement in the TLE Department of Del Carmen National High School

Abstract

This study examined the instructional leadership practices of school heads and their relationship with teacher performance and student achievement in the Technology and Livelihood Education (TLE) Department of Del Carmen National High School. Anchored on Hallinger’s Instructional Leadership Model, Bandura’s Social Cognitive and Self-Efficacy Theory, Walberg’s Theory of Educational Productivity, and the Input-Process-Output approach, the study employed a quantitative descriptive-correlational and causal-predictive design. All 25 TLE teachers were included through total population sampling. Data were gathered using a researcher-crafted, expert-validated, and pilot-tested questionnaire and documentary analysis of official Individual Performance Commitment and Review Form (IPCRF) ratings and students’ TLE general average grades. Results showed that school heads consistently practiced instructional supervision and monitoring (M = 3.91), curriculum and learning resource management (M = 3.95), teacher mentoring and professional development support (M = 3.94), and assessment and evaluation of learning outcomes (M = 3.95), all interpreted as Always. Teacher performance was Outstanding (M = 4.52), while student achievement was Very Satisfactory (M = 87.60). Instructional leadership had a moderate positive and statistically significant relationship with teacher performance (r = 0.55), whereas its relationship with student achievement was very weak and not statistically significant (r = 0.08). The study concludes that stronger instructional leadership is associated with higher teacher performance but is not significantly associated with student achievement within the study context. Strengthening lesson-plan review, curriculum alignment, teacher recognition, assessment-based interventions, and consideration of other factors affecting student achievement is recommended. The study supports SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth) by strengthening instructional quality and TLE competencies relevant to employment and livelihood. It contributes to educational, institutional, socio-economic, and community sustainability by supporting evidence-based instructional leadership, teacher development, and quality technical-vocational education.