Teachers’ Experiences of the Instructional Leadership Competence of School Administrators and Its Role in Teacher Performance

This study explored the lived experiences of school administrators regarding their instructional leadership competence and its perceived influence on teacher performance in public elementary schools in District I, Luna. Specifically, it explored instructional leadership practices in terms of instructional supervision, curriculum monitoring, mentoring and coaching, professional support, communication and collaboration, and decision-making strategies. It also examined participants' experiences regarding teacher performance, challenges encountered in instructional leadership, professional development support systems, and leadership reflections. Guided by the philosophy of pragmatism and the Input-Process-Output (IPO) conceptual framework, the study employed a qualitative transcendental phenomenological design. Six school administrators were purposively selected to participate in the study. Data were gathered through a researcher-made structured interview guide and analyzed using Moustakas' phenomenological method, including epoche, horizonalization, coding, clustering of themes, and the synthesis of textural and structural descriptions. Five major themes emerged from the analysis: instructional leadership practices, experiences related to teacher performance, challenges in instructional leadership, professional development and support systems, and leadership reflections and insights. The findings revealed that participants described instructional leadership as a process characterized by instructional supervision, curriculum alignment, mentoring, coaching, and continuous professional support. They also shared experiences suggesting that these practices were associated with teacher confidence, professional growth, accountability, and instructional effectiveness. Participants likewise identified administrative workload, limited time for supervision, teacher resistance, and resource constraints as challenges in carrying out instructional leadership. The study further highlighted the importance of continuous professional development and collaborative support systems in sustaining teacher growth. The findings suggest that instructional leadership is experienced as a collaborative and developmental process that supports teacher development and school improvement. The study recommends strengthening leadership development programs, reducing administrative workload, expanding professional development opportunities, and enhancing support systems for school administrators and teachers.