Secondary School Head’s Instructional Leadership Skills: Basis for Capacity-Building and Enhancement Program

Abstract

This study aimed to assess the instructional leadership skills of the secondary school head of Perez National High School in the Division of Quezon. The findings served as the basis for developing a capacity-building and enhancement program on instructional leadership. Specifically, the study sought to answer the following questions: (1) What is the demographic profile of the teacher-respondents in terms of age, gender, highest educational attainment, position, and highest awards and recognitions received? and (2) How do the teacher-respondents assess the instructional leadership skills of the secondary school head in terms of school-based review; contextualization and implementation of learning standards; teaching standards and pedagogies; teacher performance feedback; learner achievement and other performance indicators; learning assessment; learning environment; career awareness and opportunities; and learner discipline? The study employed a descriptive research design to describe and analyze the instructional leadership practices of the secondary school head and provide a basis for developing a capacity-building and enhancement program. The respondents consisted of thirty-two (32) teachers from Perez National High School. The findings revealed that, in terms of age, gender, educational attainment, teaching position, and highest awards or recognitions received, the teacher-respondents had opportunities for professional growth, particularly in pursuing graduate studies, participating in international events, and seeking career advancement or promotion. The results also indicated that the secondary school head of Perez National High School performed her duties and responsibilities effectively. As perceived by the teacher-respondents, her instructional leadership skills were rated Very Highly Performed across all indicators: school-based review; contextualization and implementation of learning standards; teaching standards and pedagogies; teacher performance feedback; learner achievement and other performance indicators; learning assessment; learning environment; career awareness and opportunities; and learner discipline. Among these indicators, learning environment obtained the highest mean, while learner achievement and other performance indicators received the lowest mean. Based on these findings, a capacity-building and enhancement program focusing on learner achievement and other performance indicators will be developed to address the identified area for improvement and strengthen the instructional leadership competencies of secondary school heads.