Abstract
The purpose of this study was to determine the influence of instructional leadership practices of school administrators to teacher performance. Correlational method or Pearson r was used and validated through survey questionnaire to measure the level of Instructional Leadership Practices of School Administrators and Individual Performance Commitment Review Form (IPCRF) to validate the performance of 150 teachers of Trento District, Poblacion, Trento Agusan del Sur. The level of instructional leadership practices of school administrators was measured in terms of supervision, time management and information communication technology competence in operationalization. The result showed the instructional leadership practices has no associated correlation between the variables teachers’ performance rating. Teachers’ performance has no relatively association between Instructional leadership practices. Teachers performed their duties and responsibilities as an educator according to their commitment, dedication and passion. With that profound accountability being an educationalist, whose desire is to potentially produce holistic individuals, the absence of instructional leadership practices would not be an obstacle towards teachers’ highly proficient performance. The results indicated that teachers showed better performance if the intensity of commitment was better. Thus, when teachers are incredibly motivated, the success of their work becomes significant. On the other hand, to become efficient and effective school administrators, school heads must perform five outstanding leadership practices providing the foundation for organizational performance by suggesting what attitudes and behaviors school officials need to accomplish to become successful leaders. It is recommended that the Department of Education supports enhancement seminar workshop to improve school head instructional leadership practices as to supervision, time management and information and communication technology competence in operationalization. The conduct of orientation and seminar workshops that would inspire teachers’ commitment to increase their dedication to teaching and teamwork.
