Exploring the Mediating Role of Commitment between Instructional Leadership and Teaching Performance among Public Elementary School Teachers

Abstract

This study explored the mediating role of commitment between instructional leadership and teaching performance. This study utilized a descriptive, correlational, and mediation analysis type of research. The respondents of this study were 132 elementary teachers currently employed in thirteen (13) schools of Mauban North District Division of Quezon. The data gathered indicated that the instructional leadership of school heads is highly observed. The teaching performance of the teacher-respondents is outstanding and their commitment to their profession is committed. Based on the findings, the researcher produced the following conclusion: A significant relationship between instructional leadership and teaching performance, and teachers' commitment significantly mediates the relationship between instructional leadership and teaching performance. After numerous statistical treatments, we can draw a partially mediated relationship between the school head's instructional leadership and teachers' teaching performance. Since it was found that instructional leadership effectively develops teachers’ performance, they may implement regular professional development programs focusing on teaching techniques, classroom management, and evaluation methods. Establishing regular feedback mechanisms will allow teachers to voice their concerns, share insights, and provide suggestions for improvement, ensuring they feel supported and valued and prioritizing teacher wellness through initiatives such as wellness workshops, stress management programs, and work-life balance seminars will help maintain educators’ well-being and commitment to their profession.