Instructional Leadership Skills and Adept Progress of Teachers in Public Elementary Schools

Abstract

The purpose of this study was to determine the relationship between instructional leadership skills and the adept progress of teachers in public elementary schools within the Kapalong Langilan District, Division of Davao del Norte. A total of 148 teachers participated in the study. The descriptive-correlational research design was employed, allowing the observation and analysis of variables in their natural setting without the introduction of experimental manipulation. The descriptive component focused on identifying the current levels of instructional leadership and teacher progress, while the correlational aspect examined the relationship between the two. Based on the findings, it was concluded that both the level of instructional leadership skills and the level of adept progress among teachers were high. Furthermore, a statistically significant relationship was found between instructional leadership skills and the adept progress of teachers. Therefore,the null hypothesis was rejected. It is recommended that school heads strengthen their instructional leadership practices by providing regular mentoring, feedback, and professional development opportunities. The Department of Education may consider policy support that emphasizes leadership training focused on teacher development. Future research may explore additional factors that contribute to teacher progress across different school contexts.