Instructional Leadership of School Heads and its Impact on Teachers’ Professional Development

Abstract

Instructional leadership of school heads has a myriad of effects in the part of teacher. Hence, it is essential to unfold how instructional leadership of school heads affect teacher professional development. School heads and teachers assess each other’s instructional leadership in terms of different aspects and answer how leadership from their school heads affect their professional development as teachers. The results of the study could be used to guide and enlighten policymakers and the school administration on how to even more uplift the professional development of teachers.

The following questions were answered: 1) the profile of the respondents in terms of age, highest educational attainment, length of teaching experience, length of service and academic rank?; 2) the assessment of the two groups of respondents on the instructional leadership skills with regard to instructional skills, management skills, human relation skills, communication skills, and professional skills?; 3) the assessment of the teacher-respondents under the instructional leadership of their school head on their professional development with regard to teaching, professional development, research and scholarly work, and service?; 4) significant difference between the assessment of the two groups of respondents on the instructional leadership skills of the school head?; 5) significant difference between the assessment of instructional leadership skills when grouped according to profile?; 6) how instructional leadership of school heads significantly impact the professional development of teachers?; and 7) what enhancement program on faculty development will be proposed?

The following conclusions were drawn: Majority of the respondents are 51-60 years old, finish master’s degree, have 21-25 years of teaching experience, and have associate professor as their academic rank. The assessment of instructional leadership of the respondents are advanced and expert. There is no significant difference between the assessment of instructional leadership skills when grouped according to profile. The instructional leadership of school heads has a significant impact to the professional development of teachers. Recommendations were discussed.