Instructional Leadership of the School Head: A Phenomenological Study

This qualitative study investigated the instructional leadership, teacher-administrator relationships, and professional development strategies of the school heads in promoting the professional development of senior high school teachers. As the field in teaching advances, effective instructional leadership strategies are essential for enhancing teacher efficacy and promoting a culture of continuous professional development. This study explored the experiences of school heads in supporting teachers’ professional development among senior high schools in Baybay City. Utilizing a phenomenological study approach, data were collected through in-depth interviews with nine school heads in the Schools Division of Baybay City. The analysis revealed three key themes: empowered and sustained leadership, similarities, and differences in leadership, and designing a professional development plan. These findings showed that school heads have had in aiding teachers with their professional progress lead through effective leadership strategies in supporting teachers through supervising, monitoring, coaching, and promoting an effective instructional climate. School heads who prioritize collaboration within the school community create a supportive culture where teachers feel encouraged to share ideas and seek peer coaching and mentoring. Also, school heads who provide constructive feedback improve instructional leadership practices and create trust and mutual respect within their organization. The implications of these findings emphasized the need for school heads to implement a more proactive approach in their leadership roles, ensuring that professional development programs are associated with teachers’ specific needs and challenges. By effectively leading professional development, school heads can significantly influence teachers’ growth, leading to develop instructional quality and learner outcomes. In the end, this study contributed to the body of knowledge regarding instructional leadership by emphasizing the importance of supportive and innovative practices that empower senior high school teachers in their professional development careers.