Administrator’ Instructional Leadership Practices and Teachers’ Pedagogical Competence among the Public Elementary School of Bislig City Division

Abstract

This study aimed to determine the extent of instructional leadership practices of school administrators and the level of pedagogical competence of teachers in public elementary schools in Bislig City Division during the school year 2012–2013. Utilizing a descriptive-correlational research design, the study involved 313 teachers and 37 full-fledged school administrators selected through lottery sampling and determined using Slovin's formula. The instructional leadership practices were measured based on the National Competency-Based Standards for School Heads (NCBSSH), particularly the Instructional Leadership domain, while the teachers' pedagogical competence was assessed using the National Competency-Based Teacher Standards (NCBTS). Findings revealed that both teachers and administrators perceived the school heads to be very effective in all four indicators of instructional leadership, specifically in Assessment for Learning, Program Development or Adoption, Implementation for Instructional Improvement, and Instructional Supervision. However, a significant difference was noted between the ratings of school heads and teachers regarding instructional leadership practices. In contrast, the pedagogical competence of teachers was consistently rated as very effective in all seven domains: Diversity of Learners, Curriculum Content and Pedagogy, Planning, Assessing and Reporting Outcomes, Learning Environment, Community Linkages, Social Regard for Learning, and Personal Growth and Development. Notably, there was no significant difference in ratings between teachers and administrators in this area. A significant positive relationship was found between the instructional leadership practices of school administrators and the pedagogical competence of teachers. Among the instructional leadership indicators, Assessment for Learning emerged as the strongest predictor of pedagogical competence, as represented by the model Y = 0.452x₁. The study concludes that while administrators perform well in instructional leadership, greater emphasis must be placed on instructional supervision. Furthermore, teachers must enhance their understanding of instructional leadership and develop more meaningful classroom-community linkages. Continued research, especially qualitative studies, is recommended to deepen insights into this relationship.