Abstract
The study sought to determine the influence of school heads’ administrative performance and instructional leadership practices to teachers’ teaching performance of public elementary schools. Descriptive-correlational research method was utilized and the study included statistical tools such as mean, standard deviation, frequency count, and percentages to examine the degree of administrative performance and instructional leadership practices of school heads, as well as the teaching performance of teachers. The Pearson-Product Moment Correlation was used to determine the noteworthy association between the instructional leadership practices of school heads and the administrative performance of teachers as well as the administrative performance of the school heads and teachers’ level of teaching performance. Findings revealed that school heads to the “very high extent” performed their administrative performance of planning, organizing, directing, and to the “high extent” performed its controlling function. The also practiced to the “very high extent” their instructional leadership in terms of administration and supervision of instructional program, human resource development program, and students’ services and development program. Further, it was revealed that majority 91% of the teachers had an “outstanding” teaching performance. However, it was found out that school heads’ administrative performance and instructional leadership had negligible correlation to teachers’ level of teaching performance. Thus, the null hypothesis was accepted. As a summary, it was recommended that school heads must continue to provide in-service trainings in the areas of classroom management, technology and education as well as on educational innovation to sustain their outstanding teaching performance.
