Abstract
The teaching profession is undoubtedly one of the most challenging and complex jobs globally, due to its intellectual demands, emotional depth, and essential service-oriented nature. In today’s rapidly evolving educational landscape, effective teaching transcends mere task management; it centers on cultivating an environment conducive to student growth, engagement, and academic achievement. This research examined the influence of teachers' self-efficacy, resilience, and motivation on their instructional leadership styles in higher education institutions of Northern Mindanao, Philippines. Conducted using a predictive correlational research design, the study involved 159 full-time instructors from Tagoloan and Opol Community Colleges as respondents using a proportionate stratified random sampling method. Data was collected through questionnaire adapted from validated sources to measure self-efficacy, resilience, motivation, and instructional leadership. Meanwhile, the over-all mean of self-efficacy is M=3.87 (SD=.824) described as agree and can be interpreted that the teachers have a high level of self-efficacy. On the other hand, the over-all mean of resilience is M=3.71 (SD=.84) described as agree and can be interpreted that the teachers have a high level of resilience. Moreover, the over-all mean of motivation is M=3.79 (SD=.804) described as agree and can be interpreted that the teachers have a high level of motivation. Lastly, the over-all mean of instructional leadership style is M=3.75 (SD=.869) described as agree and can be interpreted that the teachers have a high level of instructional leadership Styles. Results of Pearson R correlation analysis showed a significant correlation among variables, indicating that instructional leadership increases with higher self-efficacy, resilience, and motivation. Through multiple regression analysis, these factors were significant collective predictors of instructional leadership, with resilience identified as the most significant predictor. To create more decisive instructional leadership and improved educational outcomes, this research shows the need for tailored professional development programs on self-efficacy, resilience, and motivation for educators. The study further suggests a causal model for future research on leadership development under similar educational conditions. Results have implications for administrators, educators, and policymakers in designing strategies to support teacher development, resilience, and leadership.
