Abstract
The goal of the study was to ascertain how the management styles of school heads affected the instructional competency of their faculty. Results show that school heads extremely performed their management practices while majority of the teachers had an “outstanding” instructional competence or teaching performance. However, teachers' instructional competency is unaffected by the management styles used by school administrators. It was recommended that the school heads have to continuously and competently perform their management functions and intensify its performance in order to inspire more teachers to sustain outstanding performance. Additionally, teachers are encouraged to be resilient in their teaching to sustain outstanding performance and encourage others to improve their instructional competence. Subsequently, it was recommended that an empirical research should be conducted in order to ascertain specific features or teaching characteristics and instructional competence of highly proficient teachers which are useful and can be emulated by proficient teachers.
