School Administration and Instructional Leadership and Supervision Competence of Teachers-in-Charge Vis-À-Vis Philippine Professional Standards for School Heads: Inputs to a Competency-Enrichment Policy Framework

This study examined the competence of Teachers-in-Charge (TICs) in school administration and instructional leadership and supervision in relation to the Philippine Professional Standards for School Heads, with the aim of informing a competency-enrichment policy framework. Employing a convergent mixed-methods design, quantitative data were collected from 225 teacher-respondents using a validated survey instrument, while qualitative insights were gathered from 37 TICs through semi-structured interviews. Quantitative findings revealed that TICs demonstrated a consistently distinguished level of competence across all domains of school administration and instructional leadership, particularly in building connections, leading strategically, and fostering inclusive learning environments. A significant positive relationship (r = .662, p < .05) was found between school administration competence and instructional leadership and supervision, indicating their interdependent nature. Qualitative findings supported these results, highlighting TICs’ strong engagement in collaborative leadership, mentoring, and stakeholder involvement. However, narratives also revealed contextual challenges, including administrative workload, limited resources, time constraints, and insufficient formal leadership preparation. Additionally, gaps were noted between conceptual knowledge and actual implementation, particularly in ICT integration, performance management, and sustained instructional coaching. The integration of findings demonstrates convergence between perceived competence and actual leadership practices, while also uncovering tensions between capability and contextual limitations. Overall, TICs exhibit adaptive and resilient leadership, effectively balancing instructional and administrative roles despite structural constraints. The study underscores the need for targeted professional development and policy support to strengthen technical competencies and bridge the gap between leadership knowledge and practice.