ASSESSING THE INSTRUCTIONAL LEADERSHIP COMPETENCE AMONG PRIVATE SENIOR HIGH SCHOOL ADMINISTRATORS IN JOLO: TEACHERS’ PERSPECTIVES

Myessba Sahipa; Masnona Asiri

doi:10.62596/w51xd686

Authors

Myessba M. Sahipa School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/w51xd686

Keywords:

Instructional Leadership, Daily Operational Management, Practical Reality, Theoretical Institutional, Classroom, Private Institution

Abstract

Using a descriptive-correlational research approach, this study assessed teachers' perceptions of the instructional leadership proficiency of Jolo's private senior high school administrators. The study used a variety of analytical techniques, including frequency analysis, percentages, weighted means, standard deviations, Pearson's correlation, t-tests, and ANOVAs, using 100 instructor respondents chosen through purposive sampling. While taking into account demographic factors like age, gender, civil status, length of service, and educational attainment, the assessment concentrated on key domains: defining the school's mission, managing the instructional program, and fostering a positive learning environment. The results showed that most respondents were between the ages of 26 and 35, mostly female, single, had limited service (5 years or less), and held bachelor's degrees. With an overall 'Agree' grade across all categories, the instructional leadership competency was generally regarded favorably. Interestingly, there were no appreciable differences in views based on demographic disparities. Respondents' perceptions and instructional leadership competency showed a substantial positive link, which is consistent with integrated leadership models by Burns (1978) and Hallinger and Murphy (1985). The results imply that instructional leadership is a comprehensive process that successfully connects theoretical objectives with real-world classroom situations through the integration of visionary planning and day-to-day operations. In order to guarantee that classroom procedures meet the high standards required in private institutions, the study emphasizes the significance of cultivating a culture of continual development and a supportive environment.

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