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
DOI:
https://doi.org/10.65339/ijsis.V1.I1.26Keywords:
Instructional Leadership, Student Achievement, Sustainable Development Goals, Teacher Performance, Technology and Livelihood Education, TLE TeachersAbstract
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.
References
Abdurahman, N. A., & Omar, J. K. (2021). School heads' educational leadership practice and teachers' performance: The case of Omar District, Division of Sulu, Philippines. Open Access Indonesia Journal of Social Sciences, 4(4), 432–444. DOI: https://doi.org/10.37275/oaijss.v4i2.61
Adejumo, A. O. (2024). Administrative coherence and educational resilience: Aligning principal leadership with teacher professional growth. Journal of Educational Administration and History, 56(1), 45–62.
Alanoglu, M. (2022). The role of instructional leadership in increasing teacher self-efficacy: A meta-analytic review. Asia Pacific Education Review, 23(2), 233–244. DOI: https://doi.org/10.1007/s12564-021-09726-5
Anderson, K. C. (2022). Administrators and teachers' perceptions of instructional leadership practices to increase student achievement (Publication No. 29997184) [Doctoral dissertation, Walden University]. ProQuest Dissertations & Theses Global.
Arañez, R. (2021). Experiential learning in handicraft, teachers' competence and students work skills: Basis for supplementary instructional material [Unpublished master's thesis]. Graduate School, Laguna State Polytechnic University.
Aureada, J. U. (2021). Instructional leadership practices of school heads and their relationship to student achievement in public elementary schools [Unpublished doctoral dissertation]. Graduate School, Manuel S. Enverga University Foundation. DOI: https://doi.org/10.53378/346106
Baggay, C., Bautista, B., & Joseph, D. J. (2021). School heads' instructional supervision and its impact on teachers' job satisfaction and performance [Unpublished master's thesis]. Graduate School, Cagayan State University.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. DOI: https://doi.org/10.1037/0033-295X.84.2.191
Barcelona, K. E. P., Daling, B. A. J., Doria, P., Balangiao, S. J., Mailes, M. J., Chiang, P. M., & Ubatay, D. (2023). Challenges and opportunities of TLE teachers in Philippine public schools: An inquiry. British Journal of Multidisciplinary and Advanced Studies, 4(4), 44–60. DOI: https://doi.org/10.37745/bjmas.2022.0247
Barola, R. C., & Digo, G. S. (2022). Instructional leadership practices of school principals and student academic performance [Unpublished master's thesis]. Graduate School, Sorsogon State University.
Basal, D. V. (2022). Instructional competencies of Technology and Livelihood Education (TLE) teachers: Basis for a competency-based module. International Journal of Research Publications, 96(1), 145–157. DOI: https://doi.org/10.47119/IJRP100961320222948
Basilio, M. B., & Bueno, D. C. (2021). Instructional supervision and assessment in the 21st century and beyond. Institutional Multidisciplinary Research and Development (IMRaD) Journal, 4, 1–8.
Battad, R. P. (2024). Instructional leadership skills of school heads and its relation to teacher self-efficacy and classroom performance [Unpublished master's thesis]. Graduate School, President Ramon Magsaysay State University. DOI: https://doi.org/10.11594/ijmaber.05.08.12
Bellibaş, M. Ş., Gümüş, S., & Liu, Y. (2021a). Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School Effectiveness and School Improvement, 32(3), 387–412. DOI: https://doi.org/10.1080/09243453.2020.1858119
Bellibaş, M. Ş., Kılınç, A. Ç., & Polatcan, M. (2021). The moderation role of transformational leadership in the effect of instructional leadership on teacher professional learning and instructional practice: An integrated leadership perspective. Educational Administration Quarterly, 57(5), 776–814. DOI: https://doi.org/10.1177/0013161X211035079
Borbon, J. (2025). Experiential learning in TLE cookery towards soft skills and academic achievement among Grade 10 learners [Unpublished master's thesis]. Graduate School, Batangas State University.
Bush, T. (2020). Theories of educational leadership and management (5th ed.). SAGE Publications.
Cabreros, J. R. (2023). Development of supplementary learning material and instructional performance in TLE cookery for Grade 10 learners [Unpublished master's thesis]. Graduate School, Don Mariano Marcos Memorial State University. DOI: https://doi.org/10.55529/jlep.36.1.12
Caingcoy, M. E. (2022). Competencies and professional development needs of kindergarten teachers. SSRN Electronic Journal. DOI: https://doi.org/10.2139/ssrn.4063366
Calanog, M. C. B. (2021). Developing technical skills of Technology and Livelihood Education secondary teachers in the Province of Batangas. International Journal of Research in Engineering, Science and Management, 4(12), 120–132.
Cox, J. S., & Mullen, C. A. (2023). Impacting student achievement: Principals’ instructional leadership practice in two Title I rural schools. Journal of School Leadership, 33(1), 3–25. DOI: https://doi.org/10.1177/10526846221133996
Daigon, M. E., & Alcopra, A. (2024). Instructional supervision practices and efficacy of teachers. International Journal of Multidisciplinary Research and Analysis, 7(8), 3738–3746. DOI: https://doi.org/10.47191/ijmra/v7-i08-13
Day, C., & Sammons, P. (2021). Successful school leadership. In Oxford research encyclopedia of education. Oxford University Press.
Dela Cruz, M. A. (2022). Instructional leadership support, TLE teachers' competence, and students' practical skill acquisition [Unpublished master's thesis]. Graduate School, Bulacan State University.
Department of Budget and Management. (2010). General Appropriations Act, FY 2010: Department of Education budget allocations. Government of the Republic of the Philippines.
Department of Education. (2013). K to 12 curriculum guide: Technology and Livelihood Education. Republic of the Philippines, Department of Education.
Department of Education. (2017). National adoption and implementation of the Philippine Professional Standards for Teachers (DepEd Order No. 42, s. 2017). Republic of the Philippines.
Department of Education. (2017). Results-Based Performance Management System (RPMS) manual for teachers and school heads. Republic of the Philippines, Department of Education.
Department of Education. (2020). National adoption and implementation of the Philippine Professional Standards for School Heads (DepEd Order No. 024, s. 2020). Republic of the Philippines.
Department of Education. (2021). Guidelines on the implementation of school-level management and administrative functions (DepEd Order No. 002, s. 2021). Republic of the Philippines, Department of Education.
Department of Education. (2025). Master list of public secondary schools: Schools Division of Masbate. Department of Education, Region V (Bicol).
Department of Education Region V. (2025). DepEd Learning Management System: 302131 - Del Carmen National High School profile. Regional Office V, Legazpi City.
Department of Public Works and Highways. (2023). Notice to proceed: Construction of one (1) unit one (1) storey three (3) classroom school building at Del Carmen National High School, Uson, Masbate (Contract ID: 23FJ0049). DPWH Masbate 3rd District Engineering Office.
Dioquino, W. S., & Abellana, A. L. (2022). Instructional support and professional development on competencies of Technology and Livelihood Education teachers. International Journal on Integrated Education, 5(11), 129–176.
Espiritu, E. V. (2020). Readiness of Technology and Livelihood Education (TLE) teachers in the implementation of K to 12 curriculums. International Journal of Academic Multidisciplinary Research, 4(11), 47–50.
Girgis, A. M. (2023). Instructional leadership characteristics for principals (Publication No. 30488219) [Doctoral dissertation, Indiana Wesleyan University]. ProQuest Dissertations & Theses Global.
Go, A. D. G., & Eslabon, R. T. (2024). School heads' instructional and supervisory skills and teachers' performance. Pacific Graduate Journal of Science, Research, and Technology, 3(1), 104. DOI: https://doi.org/10.58429/pgjsrt.v3n1a104
Gonzales, D. M., Cruz, A. R., & Bautista, S. L. (2023). Mentoring practices and teacher development. Journal of Teacher Education, 15(2), 60–75.
Gonzalez, M. (TheCoffee). (2005). Ph locator masbate uson.png [Locator map]. Wikimedia Commons.
Google. (n.d.). Municipality of Uson, Masbate. Google Maps.
Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. Wallace Foundation. DOI: https://doi.org/10.59656/EL-SB1065.001
Gurr, D., Drysdale, L., & Longmuir, F. (2022). Open systems perspective on educational management: Aligning principalship with school dynamics. Educational Management & Leadership Review, 50(2), 211–229.
Guskey, T. R. (2013). Defining student achievement. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 3–16). SAGE Publications.
Hallinger, P., & Hosseingholizadeh, R. (2020). Exploring instructional leadership in Iran: A mixed methods study of high- and low-performing principals. Educational Management Administration & Leadership, 48(4), 595–616. DOI: https://doi.org/10.1177/1741143219836684
Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217–247. DOI: https://doi.org/10.1086/461445
Harris, A., & Jones, M. (2020). COVID-19: School leadership in crisis times. School Leadership & Management, 40(4), 223–226. DOI: https://doi.org/10.1080/13632434.2020.1811479
Hattie, J. (2023). Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement. Routledge. DOI: https://doi.org/10.4324/9781003380542
He, P., Guo, F., & Abazie, G. A. (2024). School principals’ instructional leadership as a predictor of teacher’s professional development. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 63. DOI: https://doi.org/10.1186/s40862-024-00290-0
Ignacio, B. D. J., & Cruz, J. E. Y. (2025). Technology and Livelihood Education teachers’ competence in performance task development. International Journal of Research Publication and Reviews, 7(6), 65–73.
Inong, E. M. G. (2025). Instructional supervision practices of school heads and teachers' implementation of reading comprehension strategies. International Journal of Advanced Multidisciplinary Studies, 5(7), 488–510.
Jimenez, R. G. R., & Galicia, L. S. (2023). School heads' instructional leadership skills, emotional competencies, and teachers' work performance in selected public junior high schools. Technium Education and Humanities, 5, 45–68. DOI: https://doi.org/10.47577/teh.v5i.8950
Juban, K. (2024). An assessment on the level of implementation of the K to 12 Technology and Livelihood Education (TLE) program among Grade 7 learners. Ignatian International Journal for Multidisciplinary Research, 2(7).
Kimmons, G. B. (2022). The effects of teacher perceptions of principal leadership attributes on teacher efficacy (ED623102) [Doctoral dissertation, Union University]. ERIC Repository.
Kuizon, M., & Reyes, R. (2020). Extent of instructional supervision implementation in the basic education schools: Effects on school performance. Annals of Studies in Science and Humanities, 2(1).
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. DOI: https://doi.org/10.1080/13632434.2019.1596077
Limon, M. R. (2025). Role performance of TLE supervisors: Its implications to supervisory practices in university setting. International Journal of Vocational and Technical Education Research, 1(3), 35–44.
Ma, X., & Marion, R. (2021). Exploring how instructional leadership affects teacher efficacy: A multilevel analysis. Educational Management Administration & Leadership, 49(1), 188–207. DOI: https://doi.org/10.1177/1741143219888742
Manguiat, R. M. (2025). Teacher-led instructional leadership practices and student learning outcomes in senior high school [Unpublished master's thesis]. Graduate School, Philippine Normal University. DOI: https://doi.org/10.70838/pemj.410306
Maponya, T. J. (2020). The instructional leadership role of the school principal on learners' academic achievement. African Educational Research Journal, 8(2), 183–193. DOI: https://doi.org/10.30918/AERJ.82.20.042
Munna, A. S. (2023). Instructional leadership and role of module leaders. International Journal of Educational Reform, 32(1), 38–54. DOI: https://doi.org/10.1177/10567879211042321
Musundire, A. (2020). The contribution of instructional leadership to learner performance and teacher effectiveness in public secondary schools [Doctoral dissertation, University of Pretoria]. Institutional Repository of the University of Pretoria.
Myers, S. L. (2022). Novice teachers’ perceptions of the most effective instructional leadership practices [Doctoral dissertation, Louisiana Tech University]. Digital Commons @ Louisiana Tech.
Naguit, J. Z. (2024). Instructional leadership practices of school heads and performance of teachers in instructional supervision. International Journal of Advanced Multidisciplinary Studies, 4(7), 1–15.
Obusan, E. S. (2020). Correlation of school heads' instructional leadership approaches and teaching performance in secondary schools [Unpublished doctoral dissertation]. Graduate School, Polytechnic University of the Philippines.
OECD. (2020). TALIS 2018 results (Volume II): Teachers and school leaders as valued professionals. OECD Publishing. DOI: https://doi.org/10.1787/19cf08df-en
Palmera, N. S. (2025). School heads instructional management and teachers capability of public elementary schools. International Journal of Advanced Multidisciplinary Studies, 5(8), 346–359.
Parlar, H., Cansoy, R., & Parlar, S. (2021). Examining the relationship between instructional leadership behaviors of school principals and collaborative school culture. International Journal of Leadership in Education, 24(5), 640–658.
Philippine Statistics Authority. (2025). Uson, Masbate. 2024 Census of Population (POPCEN) population counts declared official by the President.
Ramos, E. J., Cruz, P. L., & Santos, M. D. (2022). Employment stability and teacher professional development. Journal of Teacher Education, 11(3), 102–118.
Ramos, L. V. (2024). Supervisory leadership styles of school heads and performance of Technology and Livelihood Education teachers [Unpublished master's thesis]. Graduate School, Cavite State University.
Reyes, H. L., & Aquino, R. S. (2023). Laboratory resources and teaching effectiveness. Science Education Review, 14(1), 34–48.
Robinson, V. (2020). Reduce change to increase improvement. Corwin Press.
Sahlin, S. (2022). Teachers' sense-making of principal leadership in collaborative school improvement initiatives. Journal of Professional Capital and Community, 7(3), 245–260.
Salalila, C. G., & Ponce, R. R. (2023). Instructional supervision and teachers’ professional development: Basis for an enhancement program. International Journal of Research Studies in Education, 14(15), 117–130.
Salvador, D. R. (2025). TLE teachers professional development on their teaching competencies and achievement. International Journal of Multidisciplinary Research and Publications, 8(2), 143–151.
Sanchez, J., & Watson, J. M. (2021). Effective instructional leadership practices in high performing elementary schools. Journal of School Administration Research and Development, 6(2), 60–70. DOI: https://doi.org/10.32674/jsard.v6i2.3975
Sebastian, K. L., Cruz, M. A., & Dela Peña, R. (2022). Gender distribution in Philippine basic education. Journal of Educational Studies, 10(1), 15–28.
Stosich, E. L. (2020). Central office leadership for instructional improvement: Developing collaborative leadership among principals and instructional leadership team members. Teachers College Record, 122(9), 1–42. DOI: https://doi.org/10.1177/016146812012200908
Sultan, F. M. M., Karuppannan, G., & Rumpod, J. (2022). Instructional leadership practices among headmasters and the correlation with primary schools' achievement and teacher efficacy in Sabah, Malaysia. English Language Teaching, 15(2), 50–61. DOI: https://doi.org/10.5539/elt.v15n2p50
Torres, M. A., Reyes, L. P., & Santos, J. R. (2022). Teaching innovation among early-career teachers in the Philippines. Philippine Journal of Education, 98(1), 45–60.
United Nations Educational, Scientific and Cultural Organization. (2021). UNESCO national education responses to COVID-19 school closures. UNESCO Publishing.
Walberg, H. J. (1981). A psychological theory of educational productivity. In F. H. Farley & N. J. Gordon (Eds.), Psychology and education: The state of the union (pp. 81–108). McCutchan Publishing Corporation.
Wikipedia contributors. (2025). Uson. In Wikipedia, The Free Encyclopedia.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Rochelle M. Germina (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication. All articles are published under the Creative Commons Attribution 4.0 International (CC BY 4.0) License. This license permits use, sharing, adaptation, distribution, and reproduction in any medium or format, including for commercial purposes, provided that appropriate credit is given to the original author(s) and the journal, a link to the license is provided, and any changes made are indicated.
