Multifaceted Pedagogic Leadership of Teachers and the Learners’ School Performance

The study sought to find out the influence of multifaceted pedagogic leadership of teachers on learners’ school 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’ pedagogic leadership, and frequency and percentages were used to determine the level of learners’ school performance. Pearson's r was utilized to ascertain the significant relationship between the level of learners’ school performance and the extent of teachers’ pedagogic leadership. In addition, the majority of the learner-respondents performed “Very Satisfactory” in their school performance. It was also found that teachers’ pedagogical leadership signifies a moderate correlation to learners’ school performance. As a summary, it was recommended that School Heads should inspire teachers to continue their pedagogical leadership practices to stimulate schools’ learning engagement and enhance learners’ school performance through enhanced professional development, mentorship programs, fostering collaborative cultures by professional learning communities and peer observation and feedback, and promoting reflective practices through action research, self-assessment, and reflective journals. Additionally, teachers are encouraged to create more positive learning communities that intensify learners’ participation in learning activities and are supportive of learners’ learning needs through leveraging technology, such as digital tools for collaboration, data-driven instruction, and intensified recognition and rewards for learners’ exceptional school performance.