Effectiveness of School Heads’ Instructional Leadership on Teachers’ and Students’ Performance in Toledo City: Basis for an Action Plan

This descriptive-correlational study investigated the effectiveness  of instructional leadership practices of school heads on teacher performance and student achievement outcomes in Toledo City Public Elementary Schools during the  1^st and 2^nd quarter of SY 2025-2026. The study was anchored on the Instructional Leadership Model of Hallinger and Murphy (1985), complemented by Transformational Leadership Theory and Social Cognitive Theory. Respondents included 30 teachers from selected public elementary schools, predominantly female (96.7%), mid-career (31-49 years old), and serving in medium-sized, rural schools (86.7%). Data were gathered using an adapted Principal Instructional Management Rating Scale (PIMRS), a Teacher Performance Appraisal Tool based on RPMS-PPST, and student achievement records. Descriptive statistics (mean, frequency, standard deviation) and inferential statistics (Pearson's $r$, multiple regression) were employed to analyze the data. The findings established the extent of instructional leadership practices, the level of teacher performance (instructional delivery, classroom management, assessment, and professional responsibilities), and the level of student achievement (academic performance and competencies achieved). Crucially, the study determined the significant relationships between instructional leadership practices and both teacher performance and student achievement outcomes. The final output is an action plan developed from the empirical evidence to enhance the school heads' capacity for effective instructional leadership, thereby optimizing teacher effectiveness and improving student learning outcomes in the Toledo City division.