Teachers’ Leadership Through Pedagogical Approach and the Learners’ Academic Performance

The study sought to find out the influence of teachers’ leadership through a pedagogical approach on learners’ academic performance. The descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean and standard deviation to determine the extent of teachers’ leadership through a pedagogical approach, and frequency and percentages were used to determine the level of learners’ academic performance, respectively. Pearson's r was utilized to ascertain the significant relationship between the teachers’ leadership through pedagogical approach and learners’ academic performance. Findings revealed that teachers always utilized their pedagogical approaches in teaching. It was also found that the majority of the learners, that is, 83%, performed very satisfactory in their academic performance. Further, it was found that teachers’ leadership through pedagogical approach denotes negligible correlation to learners’ academic performance. As a summary, it was recommended that school principals continuously invigorate teachers to enhance their pedagogical approach and introduce strategies to improve teaching delivery, such as the use of differentiated learning, inquiry-based, collaborative, and cooperative learning styles. It was also recommended that teachers should be creative in designing learner-centered learning materials to enhance learners’ learning engagements to improve learners’ academic performance through the intensified pedagogical approach in teaching.