Abstract
This study aimed to examine how the administrative performance and instructional leadership of school heads influence teachers' teaching performance. A descriptive-correlational research design was employed. To measure the extent of the school heads' administrative and instructional functions, the study used the mean and standard deviation. Meanwhile, frequencies and percentages were utilized to describe the level of teaching performance among teachers. The Pearson Product-Moment Correlation Coefficient (Pearson r) was applied to determine whether a significant relationship exists between teachers' teaching performance and the school heads' administrative and instructional leadership capabilities. Findings revealed that a significant portion of the teaching staff (80%) demonstrated a "very satisfactory" level of performance, while the remaining 20% were classified as having "outstanding" performance. Despite these generally positive performance ratings, the results showed that the correlation between school heads' administrative and instructional leadership roles and teachers' teaching performance was negligible. In light of these findings, it is recommended that school leaders consistently and actively carry out their administrative and instructional leadership roles to enhance overall school performance. Teachers, on the other hand, are encouraged to further improve their teaching effectiveness by engaging in professional development activities, such as training programs, workshops, and seminars focused on pedagogy, educational research, and psychosocial development.
