Instructional leadership practices of school heads and their impact on the performance of teachers

Abstract

This research evaluated the instructional leadership practices of school heads and their impact on teacher performance across key pedagogical domains in selected public elementary schools within Loboc District, Division of Bohol, for School Year 2026–2027. Utilizing a descriptive-correlational research design with survey data from randomly selected teachers, the analysis revealed that school heads execute their instructional leadership at a functional level overall, performing strongest as communicators while showing the most room for growth in serving as instructional resources and maintaining a visible presence. Similarly, teachers operate at a functional performance tier, displaying high proficiency in establishing student rapport but experiencing technical capacity plateaus in educational technology integration, differentiated instruction, double-loop reflective planning, and test item analysis. A strong, positive, and statistically significant relationship was established between instructional leadership practices and teacher performance, proving that active leadership directly drives educator effectiveness. However, operational efficiency is heavily constrained by administrative assignment overload—which serves as the primary driver of teacher burnout—alongside unequal resource distribution. These results imply that while interpersonal rapport and vision are well-established, teacher productivity is bottlenecked by excessive non-instructional duties and a shortage of formative clinical coaching. Consequently, sustaining professional growth requires institutional interventions like Project LEAD-PERFORM to systematically unburden educators from administrative overload, equalize resource access, and shift supervisory practices toward data-driven peer learning cells.