Philippine Professional Standards for School Heads (PPSSH)-aligned Leadership Practices of School Heads and Teacher Performance in San Fernando District: Basis for a Continuous Professional Development Program
DOI:
https://doi.org/10.65339/wjsam.V1.I2.14Keywords:
Continuous Professional Development, Educational Leadership, Instructional Supervision, School Heads, Teacher Performance, Teacher Professional StandardsAbstract
This study examined the extent of leadership practices aligned with the Philippine Professional Standards for School Heads (PPSSH), assessed teacher performance, and determined their relationship as a basis for a Continuous Professional Development (CPD) Program in San Fernando District, Masbate. Using a quantitative descriptive-correlational design, the study involved 35 respondents (18 school heads and 17 teachers), selected through total enumeration for school heads and proportionate stratified random sampling for teachers. Data were collected using a structured four-point Likert-scale questionnaire and analyzed through weighted means and Pearson correlation. All five leadership domains were rated extensively practiced, with managing school operations and resources highest (M = 3.79) and focusing on teaching and learning lowest (M = 3.71). Teacher performance was rated outstanding across assessed domains, led by community linkages and professional engagement (M = 3.89). Leadership practices and teacher performance showed a statistically significant moderate positive association (r = .45, p < .05). Action research and data-driven instruction emerged as the foremost professional development priority (M = 3.91). These findings indicate that strong leadership ratings accompany favorable teacher performance without establishing causation. The proposed CPD Program should prioritize research-informed instruction, assessment development, and instructional coaching. The small, district-specific sample, questionnaire-based assessments, and unevaluated program limit generalizability and conclusions about effectiveness. The study provides locally grounded priorities for coordinated leadership development and teacher learning.
References
Alang, A., & Ebisa, E. (2025). Teachers’ conceptual understanding of the Philippine Professional Standards for Teachers and their performance. Psychology and Education: A Multidisciplinary Journal, 44(3). https://ejournals.ph/article.php?id=31978 DOI: https://doi.org/10.70838/pemj.440308
Andres, K. A. D., & Batoon, N. P. (2026). Leadership practices of schools heads and performance of teachers in public elementary: Basis for a proposed innovative learning and development program. Aloysian Interdisciplinary Journal of Social Sciences, Education, and Allied Fields, 2(5), 2412–2469. https://doi.org/10.5281/zenodo.20268695
Aquino, C. J. C., Afalla, B. T., & Fabelico, F. L. (2021). Managing educational institutions: School heads’ leadership practices and teachers’ performance. International Journal of Evaluation and Research in Education, 10(4), 1325–1333. https://doi.org/10.11591/ijere.v10i4.21518 DOI: https://doi.org/10.11591/ijere.v10i4.21518
Ardenlid, F., Lundqvist, J., & Sund, L. (2025). A scoping review and thematic analysis of differentiated instruction practices: How teachers foster inclusive classrooms for all students, including gifted students. International Journal of Educational Research Open, 8, Article 100439. https://doi.org/10.1016/j.ijedro.2025.100439 DOI: https://doi.org/10.1016/j.ijedro.2025.100439
Caballero, J. R. D., & Bantulo, J. S. (2025). Principals’ school management styles and motivations of teachers toward school performance. European Journal of Education Studies, 12(5). https://doi.org/10.46827/ejes.v12i5.5937 DOI: https://doi.org/10.46827/ejes.v12i5.5937
Cirocki, A., Indrarathne, B., & Alcívar Calderón, V. E. (2024). Effectiveness of professional development training on reflective practice and action research: A case study from Ecuador. Reflective Practice, 25(5), 676–694. https://doi.org/10.1080/14623943.2024.2384124 DOI: https://doi.org/10.1080/14623943.2024.2384124
Department of Education. (2017). National adoption and implementation of the Philippine Professional Standards for Teachers (DepEd Order No. 42, s. 2017). https://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-for-teachers-2/
Department of Education. (2020). National adoption and implementation of the Philippine Professional Standards for School Heads (DepEd Order No. 024, s. 2020). https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/
Dorukbaşi, E., & Cansoy, R. (2024). Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices. European Journal of Education, 59(3), Article e12672. https://doi.org/10.1111/ejed.12672 DOI: https://doi.org/10.1111/ejed.12672
Dutta, V., & Sahney, S. (2022). Relation of principal instructional leadership, school climate, teacher job performance and student achievement. Journal of Educational Administration, 60(2), 148–166. https://doi.org/10.1108/JEA-01-2021-0010 DOI: https://doi.org/10.1108/JEA-01-2021-0010
Elangovan, N., & Sundaravel, E. (2021). Method of preparing a document for survey instrument validation by experts. MethodsX, 8, Article 101326. https://doi.org/10.1016/j.mex.2021.101326 DOI: https://doi.org/10.1016/j.mex.2021.101326
Elfira, E. L., Rasdiana, R. A., Fitrawati, F. I., Jasman, M. W., Reski, K. R., Anwar, A. A., & Enaldi, E. N. (2024). How does principal’s instructional leadership shape teacher performance mediated by teacher self-efficacy in Indonesian education context? Frontiers in Education, 9, Article 1401394. https://doi.org/10.3389/feduc.2024.1401394 DOI: https://doi.org/10.3389/feduc.2024.1401394
Estrada, M. J. A., & Gumban, J. L. (2024). School head’s competence and teacher’s performance in the light of Philippine Professional Standards for Teachers. International Journal of Research and Innovation in Social Science, 8(3S), 3256–3263. https://doi.org/10.47772/IJRISS.2024.803232S DOI: https://doi.org/10.47772/IJRISS.2024.803232S
Godes, A. R., & Dioso, E. D. (2024). School head’s instructional supervisory practices and the performance of the teachers: A correlational study. Psychology and Education: A Multidisciplinary Journal, 23(7), 857–873. https://doi.org/10.5281/zenodo.13310054
Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. The Wallace Foundation. https://doi.org/10.59656/EL-SB1065.001 DOI: https://doi.org/10.59656/EL-SB1065.001
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. https://doi.org/10.1186/s40862-024-00290-0 DOI: https://doi.org/10.1186/s40862-024-00290-0
Huang, L., Liang, M., Xiong, Y., Wu, X., & Lim, C. P. (2024). A systematic review of technology-enabled teacher professional development during COVID-19 pandemic. Computers & Education, 223, Article 105168. https://doi.org/10.1016/j.compedu.2024.105168 DOI: https://doi.org/10.1016/j.compedu.2024.105168
Leon, R. J., Lapkin, S., Fields, L., & Moroney, T. (2022). Developing a self-administered questionnaire: Methods and considerations. Nurse Researcher, 30(3), 36–45. https://doi.org/10.7748/nr.2022.e1848 DOI: https://doi.org/10.7748/nr.2022.e1848
Liu, S., Wang, Y., & Yin, H. (2025). A meta-analysis of the correlation between professional learning communities and teachers’ efficacy beliefs. Educational Research Review, 46, Article 100660. https://doi.org/10.1016/j.edurev.2024.100660 DOI: https://doi.org/10.1016/j.edurev.2024.100660
Loquinio, P. J. S., & Dayaganon, A. J. B. (2025). Instructional and technological leadership behavior of school heads as predictors of professional development of teachers. International Journal of Education Research, 32(1). https://doi.org/10.17158/d2sscv87 DOI: https://doi.org/10.17158/d2sscv87
Magno, G. C. (2025). Exploring the professional development needs of principals and head teachers: Basis for an extension program. Journal of Cultural Analysis and Social Change, 10(2), 4171–4196. https://doi.org/10.64753/jcasc.v10i2.2241 DOI: https://doi.org/10.64753/jcasc.v10i2.2241
Ninković, S., & Knežević Florić, O. (2024). School leadership and teaching practice: A systematic review of studies of the indirect effects. Journal of Educational Administration, 62(4), 357–372. https://doi.org/10.1108/JEA-08-2023-0190 DOI: https://doi.org/10.1108/JEA-08-2023-0190
Organisation for Economic Co-operation and Development. (2023). PISA 2022 results (Volume I and II): Country notes—Philippines. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/philippines_a0882a2d-en.html
Organisation for Economic Co-operation and Development. (2025). Results from TALIS 2024: The state of teaching. OECD Publishing. https://doi.org/10.1787/90df6235-en DOI: https://doi.org/10.1787/90df6235-en
Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2022). Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107–136. https://doi.org/10.1093/wbro/lkab006 DOI: https://doi.org/10.1093/wbro/lkab006
Precioso, J. T., & Chua, M. D. (2025). Performance of school heads and teachers in public elementary schools. International Journal of Social Science and Human Research, 8(5), 2772–2784. https://doi.org/10.47191/ijsshr/v8-i5-18 DOI: https://doi.org/10.47191/ijsshr/v8-i5-18
Rivera, B. H., Jr. (2024). Relationship of instructional leadership practices among school administrators and school performance: Input development of annual improvement plan. International Journal of Research and Innovation in Social Science, 8(7), 465–479. https://doi.org/10.47772/IJRISS.2024.807040 DOI: https://doi.org/10.47772/IJRISS.2024.807040
Tuico, E. V., & Callo, E. C. (2024). School heads’ direct supervision, attitudes and practices and teachers’ performance during the post pandemic era. International Journal of Multidisciplinary: Applied Business and Education Research, 5(12), 5228–5253. https://doi.org/10.11594/ijmaber.05.12.23 DOI: https://doi.org/10.11594/ijmaber.05.12.23
United Nations Department of Economic and Social Affairs. (2025). The sustainable development goals report 2025. https://unstats.un.org/sdgs/report/2025/
United Nations Educational, Scientific and Cultural Organization. (2024). Global education monitoring report 2024/5: Leadership in education—Lead for learning. https://www.unesco.org/gem-report/en/publication/leadership
Uy, M. R. D. (2024). School heads’ leadership styles and teachers’ performance. Psychology and Education: A Multidisciplinary Journal, 17(1), 33–38. https://doi.org/10.5281/zenodo.10647343
Van Orman, D. S. J., Gotch, C. M., & Carbonneau, K. J. (2025). Preparing teacher candidates to assess for learning: A systematic review. Review of Educational Research, 95(3), 427–463. https://doi.org/10.3102/00346543241233015 DOI: https://doi.org/10.3102/00346543241233015
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Lezeree V. Letada (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
