Abstract
The study investigated the profile of school heads and teachers’ respondents, the 21st century instructional leadership skills of school heads in terms of: advocacy and leadership, adult professional culture, continuous improvement of teaching expertise, and results oriented teams, the teachers’ performance management in terms of: principals’ leadership styles, work environment, and motivation to affiliate, the category level of school heads in the National Qualifying Examination for School Heads (NQESH), the relationship of school heads 21st century instructional leadership to teachers performance management, and the relationship between NQESH results to teachers’ performance management. The study utilized quantitative type of research, a survey questionnaire was used to determine the profile of the respondents, the level of school heads 21st century instructional leadership, the teachers’ performance management, and the NQESH category of school heads. Pearson r correlation was used to determine the relationship between school heads 21st century skills and teachers’ performance management, and Chi-squared test analysis was used to determine the relationship between NQESH Category in relation to teachers’ performance management. Total enumeration sampling technique were applied to select the respondents. The Lambayong District 3 School Heads agreed that they have positive 21st century instructional leadership skills in terms of advocacy and leadership, results oriented teams, adult professional culture, and continuous improvement of teaching expertise, with an overall mean of 4.15. Moreover, there is a strong level of teachers’ performance management in terms of leadership styles, work environment, and motivation to affiliate with an overall mean of 4.34. Furthermore, the NQESH category of the school heads indicate that 7 (63.63%) belong to Category A, while 4 (36.36%) are classified under category C. Correlation results showed that 21st century instructional leadership significantly affect teachers’ performance management with a correlation coefficient (r=0.50) in Lambayong III District. Additionally, the NQESH Category of school heads has no significant effect on teachers’ performance management. In other words, a school heads classification under Category A or Category B does appear to directly influence teachers’ performance management. From the findings, the data analysis showed that the profiles of the teachers and school heads were sufficiently developed. They have the maturity to strategize school and classroom management and mend issues. School heads of Lambayong district 3 possesses the qualities indicated on the 21st century skills of instructional leadership. The study highlights the significance of a well-facilitated work environment, strong instructional leadership, and intrinsic motivation in fostering teacher effectiveness. While teachers demonstrate high levels of motivation and commitment, schools should focus on further improving access to teaching resources, promoting work-life balance, enhancing leadership development, encouraging collaborative teaching strategies, and investing in updated technological infrastructure. By addressing these key areas, schools can further enhance teacher performance and contribute to a more effective and engaging educational environment.
