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Aug 23, 2024
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Abstract
This study focused on the instructional leadership skills of School Heads and their relation to the self-efficacy of elementary teachers in all schools in Castillejos District, Division of Zambales. The data gathered were treated using Mean, Standard Deviation, One-Way ANOVA, and Pearson r. Overall, the teacher’s perception of instructional leadership skills of the school heads in terms of being Resource Providers, Instructional Resources, Communicators, and Visible Leaders got a descriptive rating of “Always”. Generally, teacher’s perceived self-efficacy in terms of Encouraging Student Engagement, Instructional Strategies, and Classroom Management stipulated a descriptive rating of “A Great Deal”. There is a significant difference in the school head’s instructional leadership skills when grouped according to their age, number of years as school head, and number of seminars/trainings attended related to instructional leadership. There is no significant difference in the school head’s instructional leadership skills when grouped according to their sex and highest educational attainment. Lastly, the school head’s instructional leadership is significantly correlated to teachers’ self-efficacy. Based on the findings and conclusions, the following are recommended: School heads should continue their professional growth and development by enrolling in Graduate School. Likewise, attend more training related to instructional leadership. School heads should strengthen their instructional leadership skills.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Battad, J. L. (2024). Instructional Leadership Skills of School Heads and Its Relation to the Self-Efficacy of Elementary Teachers in Castillejos District. International Journal of Multidisciplinary: Applied Business and Education Research, 5(8), 3071-3078. https://doi.org/10.11594/ijmaber.05.08.12
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Aggarwal, J. C. (2018). Psychology of learning and development. Delhi: Shipra Publications.p.142-144.
Almario, R. (2016). Teachers’ self-efficacy and the school heads’ nature of leadership: Input for Enhancement Program, MAEd. Thesis, Quezon City.
Artino, Jr., A.R. (2012). Academic self-efficacy from educational theory to instructional practice.
Bandura, A. (2012). Self-Efficacy in the Encyclopedia of Psychology, Fourth Edition.
Bautista, J. (2016). Instructional leadership of school principals vis-à-vis school culture among public elementary schools in Western Part of Region III, Ed.D. Dissertation, Bataan Peninsula State University - Dinalupihan Campus.
Best, J. W. and Kahn, J. V. (2017). Research in education. 11th Edition. New Jersey, USA: Prentice Hall.
Blankstein, A. M., Houston, P. D., & Cole, R. W. (2010). Data Enhanced Leadership. Thousand Oaks, CA: Corwin Press.
Blase, J., Blase, J., & Phillips, D. Y. (2010). Handbook of School Improvement: How High-Performing Principals Create High Performing Schools. Thousand Oaks, CA: Corwin Press.
Bueno, D. C. (2016). Practical qualitative research writing. Quezon City, Philippines: Great Books Trading.
Bulach, C, Lunenberg, F. & Potter, L. (2011). Creating a Culture of High-Performing School: A Comprehensive Approach to School Reform and Dropout Prevention Paperback. Rowman and Littlefield Education, Maryland, USA.
Daing, C. (2015). Harmonization of instructional leadership skills of department heads and teachers’ rating of a public school based on results-based performance management system, MAEd. Thesis, Quezon City.
Department of Education (DepEd) Order No. 8, series of 2015. Policy Guidelines on Assessment in the K to 12 Basic Education Program.
DepEd Order No. 35, s. 2016 also known as The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning. Pasig City, Metro Manila.
DepEd Order No. 42 (2017). National Adoption and Implementation of the Philippine Professional Standards for Teachers. Pasig City, Metro Manila.
Department of Education. (2018). National Teachers' Month celebration survey. https://www.deped.gov.ph/wp-content/uploads/2018/09/NTM-Survey-Results.pdf
DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2010). Raising the bar and closing the gap: Whatever It Takes. Bloomington, IN: Solution Tree.
Dwyer, C., & Hopwood, N. (2019). Feedback that works: How to build and deliver your feedback loop. International Journal of Management Education, 17(3), 347-361.
Fraenkel, J. R., & Wallen, N. E. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
Fruto, M.C. (2014). Leadership styles of principals and the national achievement test of selected public secondary schools in the National Capital Region”, Ed.D., Diss., Quezon City.
Ghanizadeh, A., & Jahedizadeh, S. (2021). The relationship between work engagement, occupational stress, and burnout among novice and experienced EFL teachers in Iran. Current Psychology, 1-10. https://doi.org/10.1007/s12144-021-01722-5
Ghanizadeh, A., & Jahedizadeh, S. (2021). The relationship between workload and job burnout among Iranian EFL teachers: The moderating role of perceived organizational support. Journal of Education and Practice, 12(2), 45-55.
Ghanizadeh, A., & Jahedizadeh, S. (2021). Time management and job burnout in teachers: The mediating role of work engagement. Journal of Psychologists and Counsellors in Schools, 31(1), 23-33. https://doi.org/10.1017/jgc.2020.1
Hallinger, P. (2015). Leadership for learning: lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142.
Hallinger, P., & Murphy, J. (2014). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217–247.
Han, Y., & Yin, H. (2020). The impact of school culture on teachers' workload and job satisfaction: The mediating role of work engagement. Sustainability, 12(14), 5718. https://doi.org/10.3390/su12145718
Han, Y., & Yin, H. (2020). Transformational leadership, school organizational culture, and teachers' burnout: Evidence from Chinese secondary schools. International Journal of Educational Development, 79, 1-11. https://doi.org/10.1016/j.ijedudev.2020.102219
Hassan, A., & Sharif, S. P. (2015). Relationship between work overload and job satisfaction among teachers: A study of private schools in Lahore, Pakistan. Pakistan Journal of Commerce and Social Sciences, 9(3), 888-900.
Kim, D., & Lee, H. (2019). Impact of technology use on time management and productivity of school teachers. Educational Technology & Society, 22(3), 41-54.
Lee, S. Y., & Choi, K. H. (2019). A study on the relationship between teacher's work engagement and intention to stay in teaching: Focused on the moderating effects of motivation for teaching. Journal of Curriculum and Evaluation, 22(2), 21-39. https://doi.org/10.29221/ jcue.2019.22.2.21
Lee, H. J., & Choi, J. (2019). Exploring factors influencing teacher commitment: Focused on the mediating effect of job satisfaction. Journal of Curriculum and Evaluation, 22(2), 147-167. https://doi.org/10.29221/jce.2019.22.2.147
Lunenberg, F. & Ornstein, A.(2011). Educational Administration: Concepts and Practices. Cengage Learning. San Francisco, CA.
McMillan, J. H., & Pate, P. E. (2013). Effect of teacher workload on stress, job satisfaction, and teaching efficacy. Journal of Educational Research and Practice, 3(1), 38-46.
National Education Association. (2020). Time management for teachers: 10 tips to manage your time. https://www.nea.org/advocating-for-change/new-from-nea/time-management-teachers-10-tips-manage-your-time
Navarro-Beltrá, M., González-Romá, V., & Peiró, J. M. (2021). The bright and dark sides of job resources: Examining the role of workload in shaping employee attitudes and behaviors. International Journal of Stress Management, 28(1), 25-38. https://doi.org/10.1037/str0000184
Navarro-Beltrá, M., López-Gómez, E., & Navarro-Asencio, E. (2021). Time management among teachers: A cross-sectional study in Spain. International Journal of Environmental Research and Public Health, 18(2), 545. https://doi.org/10.3390/ijerph18020545
Philippine Statistics Authority. (2019). Highlights of the 2019 survey on teacher's
salary. https://psa.gov.ph/content/highlights-2019-survey-teachers-salary
Prytula, M., Noonan B., Hellsten, L. (2013). Toward instructional leadership: principals’ perceptions of large-scale assessment in schools. Canadian Journal of Educational Administration and Policy.
Reynolds, C. R., et al., (2015). Measurement and assessment in education. Upper Saddle River New Jersey: Pearson
Romano, M.C. (2014). Leadership styles of coordinators and performance of teachers in technical-vocational institutions in Valenzuela City.
Sahin, S. (2011). The relationship between instructional leadership skills and school culture. Kuram ve Uygulamada Eğitim Bilimleri • Educational Sciences: Theory & Practice.
Wang, Q., & Wang, L. (2017). The effect of task prioritization on task performance: Evidence from a classroom experiment. International Journal of Educational Development, 54, 1-10.
Waters, L. (2017). Preparing to thrive: Teachers' thriving as an essential ingredient in successful schools. In M. J. Furlong & R. Gilman (Eds.), Handbook of positive psychology in schools (2nd ed., pp. 91-102). Routledge.
Wilkerson, K. L. (2016). Surviving or thriving: Teacher stress in urban schools. Educational Leadership Review, 17(1), 43-54
Yılmaz, K., & Yılmaz, B. (2017). Determining the relationship between time management skills and job satisfaction of the teachers: A research on the teachers working in elementary schools. Educational Research and Reviews, 12(2), 96-105.
Zhang, L., Tao, S., Fan, X., & Zhang, L. (2019). Workload and work pressure of Chinese primary and secondary school teachers: A quantitative study. Frontiers in Psychology, 10, 216. https://doi.org/10.3389/fpsyg.2019.00216