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Abstract
The goal of the research was to ascertain how instructional leadership practices, school heads' administrative success, and faculty members' teaching efficacy are related. In order to investigate the administrative performance and instructional leadership methods of school heads as well as the teacher performance level, the study used a descriptive-correlational research design and statistical techniques including mean, standard deviation, frequency count, and percentages. Spearman-Rank Order Correlation was used to ascertain the substantial relationship between school heads' administrative performance and teachers' teaching performance as well as between their instructional leadership techniques and teachers' teaching performance. The findings demonstrated that while teachers gave excellent education, school directors executed their administrative duties and instructional leadership methods to a "very high extent." Nonetheless, the efficacy of teachers' instruction is not greatly impacted by the administrative abilities or instructional leadership strategies of school heads. Hence, it was recommended that school heads should continue motivating teachers to sustain their exemplary teaching performance and continuously provide in-service training programs to intensify teaching proficiency.
