Instructional Leadership Practices of School Heads and Its Relationship to Teachers’ Performance Management Evaluation System (PMES) Rating

This study examined the instructional leadership practices of school heads and their correlation with teachers’ performance in public elementary schools in the District of San Quintin. The study used teachers’ perspectives of schools as instructional leaders in defining the mission of the school, managing the instructional program, and promoting a positive school learning climate, and teachers’ performance rating based on PMES–IPCRF. The study also calculated the disparity between teachers’ perceptions versus heads’ self-perceptions; and differences in perceptions as well as performance based on the clusters of selected demographic variables. A descriptive–correlational research design was used, with 128 teachers and 16 school heads. Data were gathered using a researcher-made questionnaire on a Likert-type scale and official records of the Integrated Procedure for the Reporting of Cases (IPCRF). Descriptive statistics (frequency, percentage, and weighted mean) were used, while t-tests and one-way ANOVA were performed to test for significant differences. Results showed the instructional leadership practices were perceived as high-level for all dimensions. Teachers were rated Outstanding in overall performance, along with instructional competence, learning environment, and professional growth, while curriculum planning, assessment, and community engagement also received a Very Satisfactory rating. A large discrepancy existed between the perceptions of teachers and school heads, with school heads awarding themselves higher scores. Differences were found by age, years of service, educational attainment, and exposure to characteristics of training but not sex. The study proposed the SILPA (Sustained Instructional Leadership and Performance Advancement) Framework for the purpose of facilitating leadership and enhancing teacher efficacy level.