Abstract
Instructional leadership plays a critical role in shaping the quality of education and student outcomes across various educational contexts. In the Philippines, particularly within the senior high school system, the Department of Education has emphasized empowering teachers as instructional leaders. However, there remains a need to empirically examine how these leadership practices influence student learning outcomes, especially in diverse and dynamic regions such as Quezon Province. This study addresses this gap by exploring the correlation between teacher-led instructional leadership practices and student academic performance, thereby informing training program development. The study aimed to assess the teacher-led instructional leadership practices and its relation to the learning outcomes of senior high school students input to training program during the school year 2024 - 2025. The study utilized the descriptive correlational research design since the study determines the relationship the extent of the teacher-led instructional leadership practices and the level of student learning outcomes of senior high school. The researcher utilized a modified instrument. This instrument was used as a major tool of study. The subject of study was limited to the public senior high school in the Schools Division of Quezon Province. The findings revealed that teacher-led instructional leadership practices are well practiced in terms of vision and inspiration, professional development, empowerment of students, building relationships, and innovative practices. These practices were rated as greatly practiced (M = 3.90, SD = 0.18 by teachers; M = 3.67, SD = 0.21 by students). Students demonstrated high competence in learning outcomes (M = 3.91, SD = 0.19 by teachers; M = 3.70, SD = 0.23 by students), particularly in engagement and participation, student growth, behavioral outcomes, student feedback, and collaboration and teamwork. The assessment of teacher-led instructional leadership practices and student learning outcomes significantly differed between teachers and students (p < .05). Furthermore, a moderate positive correlation was found between instructional leadership and learning outcomes (r = .355, p < .001). These results informed the development of a training program aimed at enhancing instructional leadership among teachers. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may engage in regular professional development sessions. Teachers may shift instructional practices to be more student-centered. Teachers may leverage technology tools and resources that facilitate personalized learning experiences. Students may adopt a growth mindset where challenges are seen as opportunities for learning a promote resilience and in the face of academic obstacles. School administrators may develop a school culture that values and supports instructional leadership at all levels.
