Abstract
This study aimed to determine the instructional leadership of school administrators as correlate to teachers’ performance which served as basis for an action plan during the school year 2024-2025. In terms of Resource Provider, the teacher-respondents obtained a composite mean of 3.46 which was verbally interpreted as Always. In terms of Instructional Resource, the teacher-respondents obtained a composite mean of 3.62 which was verbally interpreted as Always. In terms of Communicator, the teacher-respondents obtained a composite mean of 3.51 which was verbally interpreted as Always. In terms of Visible Leader, the teacher-respondents obtained a composite mean of 3.55 which was verbally interpreted as Always. The majority of 151 teacher-respondents or 63.58% at rank 1 have an Outstanding IPCRF performances. The table presented the results of the Teacher Performance Evaluation for the academic year 2023-2024, as assessed through the Individual Performance Commitment and Review Form (IPCRF). Teacher performance was categorized into two main ranges based on their evaluation scores. The highest category, ranging from 4.1 to 5.00, denoted "Outstanding" performance, with 96 teachers, accounting for 63.58% of the total evaluated, achieving scores within this range. The second category, spanning from 3.1 to 4.00, signified "Very Satisfactory" performance, with 55 teachers, comprising 36.42% of the total, falling into this range. A significant relationship between the instructional leadership roles of the school administrators and the teachers’ performance based on their IPCRF is evident.
