Aileen B. Rulona Final Manuscript

CHAPTER 1
The Problem and Its Setting
Changing social life and educational environment significantly affect the
determination of teacher skills. In addition to pedagogical expectations, the
intense feeling of the effect of technology on the learning environment has made
it important for the educators to closely follow the technology and related
changes. In the 21st century, when it comes to the skills that a teacher should
acquire, critical thinking, problem solving, communication, cooperation, creativity,
leadership are among the first-ranked skills, while some concepts such as
effective guidance, character development and professional ethics come to the
fore (Telli, 2021). Unfortunately, 21st century skills of teachers need to be
strengthened.
On current trends, the International Commission on Financing Education
Opportunity reported in 2016 that, a far larger number—825 million young people
—will not have the basic literacy, numeracy, and digital skills to compete for the
jobs of 2030 (UNESCO, 2016). Among global education’s most urgent
challenges is a severe lack of trained teachers, particularly female teachers. In
fact, in sub-Saharan Africa, an additional 9 million trained teachers are needed
by 2030. Society is changing at an alarmingly accelerating pace but schools
remain lethargically stuck with structures that took place in the 19th century. Many
of these countries are struggling to change their pedagogical practices
mainly because of politico-social beliefs and lack of resources. Schools teach

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obsolete skills that are not needed in the digital era (Malik, 2018).
The Philippine educational system has experienced the same dilemma.
Philippines has one of the lowest budget allocations to education amongst
ASEAN countries. The Department of Education faces corruption allegations,
with a lack of transparency in how funds are allocated. Insufficient classrooms,
internet connectivity and teachers limit opportunities for student learning. The
graduates lack important work-ready skills (e.g. critical thinking and innovation)
as a result of rote-learning, reinforced by the type of assessments conducted
(e.g. graded recitations and examinations). Also, teachers are exposed to overly
theoretical trainings (Gopinathan, 2019).
In the Division of Davao del Sur, the researcher observed that teachers
are not that exposed to relevant trainings for the attainment of the 21 st century
skills teaching and learning. If there are offered trainings, most of them are too
tired and preoccupied of other overwhelming tasks. They could not fully practice
the learning acquired from trainings due to their demanding profession.
Unfortunately, no studies had been conducted that aimed to explore the status of
teachers 21st century skills. Also, no studies had been conducted that
investigated the connection of instructional leadership of school heads and 21 st
century skills of teachers.
Given these situations, the researcher aimed to further investigate the
extent of instructional leadership of school heads and 21st century skills of
teachers specifically in Davao del Sur Division. Furthermore, it aimed to explore
the correlation of the two variables. In this academic endeavor, the researcher
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intended to shed light regarding instructional leadership of school heads and 21 st
century skills of teachers. This undertaking also hoped to provide insights to the
policy makers in crafting policies, programs, interventions, projects, activities that
would motivate school leaders to showcase their instructional leadership which
would lead to the improvement of teachers’ 21st century skills.
Review of Significant Literature
The related literature and studies of this study provide inputs about
instructional leadership of school heads and 21 st century skills of teachers. The
independent variable is instructional leadership of school heads. It has seven
indicators, namely: instructional resource provider, maintain visible presence,
professional development, maximize instructional time, monitoring students’
progress, feedback on teaching and learning, and curriculum implementation
(Akram et al., 2016). Meanwhile, the dependent variable is the 21 st century skills
of teachers. It has three indicators, namely: learning and innovation skills,
information, media and technology skills, and life and career skills (Partnership
for 21st Century Skills 2002).
Instructional Leadership of School Head
Instructional leadership is an educational leadership that focuses on the
core responsibility of a school, namely teaching and learning, by defining
the school vision, mission and goals, managing the instructional programme
and promoting the school climate. The role of an instructional leader differs from
that of a traditional school administrator in a number of meaningful ways:

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whereas the conventional head of school spends majority of his/her time dealing
strictly with administrative duties, the head of school who is an instructional
leader is charged with redefining his/her role to become the primary learner
in a community striving for excellence in education. As such, it becomes the
head of school’s responsibility to work with teachers to manage the
instructional programme. Instructional leaders know what is happening in
the classrooms and develop the capacities of their staff by building on their
strengths and reducing their weaknesses (Manaseh, 2016).
The leader of a school has a high level of responsibility to students,
teachers, parents, and the community. Classroom teachers need a leader who
will be supportive, motivating, and knowledgeable. A well-rounded principal will
have a varied style of leadership that will draw on many different leadership
models. One model, instructional leadership, is a pathway for setting and
communicating a clear vision and goals for teachers and students, and
supporting teachers through coaching, mentoring and professional development.
When a principal is an instructional leader, there are positive outcomes in student
achievement (Hansen & Làrudsóttir, 2015). Strong instructional leaders can
therefore have a positive effect on student outcomes and learning in their
schools.
The goal of the instructional leadership model is to promote student
learning (Carraway & Young, 2014; duPlessis, 2013). In order to promote student
learning, principals who enact instructional leadership will have a clear vision for
their school and will communicate this vision to their staff. Additionally, principals
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who are instructional leaders support teachers to improve their practice by giving
them access to the resources that they require, coaching and mentoring them,
and providing professional development opportunities, both formal and informal.
Instructional leaders act as an instructional resource to support teachers in
order to improve their teaching practice. Instructional leadership does not come
without challenges, and principals reported that they do not have enough time
and knowledge to be effective instructional leaders or that they are
uncomfortable commenting on teachers’ classroom practices (Salo, Nyland, &
Stjernstrøm, 2014). Principals who use these tenets of instructional leadership
have increased potential to improve teaching and learning in the school (Brolund,
2016).
Developing and communicating a clear vision about the direction of the
school is one of the critical tasks of an instructional leader. Principals are
required to build a vision for improving student achievement, and they expect that
teachers will accept the vision and apply it consistently in their classrooms
(duPlessis, 2013). Establishing a vision and setting goals will
help to steer the school toward higher student achievement.
When principals establish goals for the school and communicate these goals to
the staff, teachers will work together for a common cause (Brolund, 2016).
For example, principals in Greece do not usually discuss goals and visions
for the school with their staff; however, in high performing schools, principals see
themselves as visionaries and discuss goals with the teachers (Kaparou & Bush,
2015). Despite the traditional exam-based Greek system, having a clear vision
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motivates the teachers to create an environment in which students enjoy learning
(Kaparou & Bush, 2015). Communicating the vision and goals to the staff helps
to inspire trust, spark motivation, and empower teachers and students to do their
very best (Four Instructional Leadership Skills, 2015). In order to improve student
learning, an instructional leader will have a vision for the school and will
communicate it clearly to his/her staff.
Globally, scholars agree that instructional leadership (IL) is one of the
most useful tools for creating an effective teaching and learning environment
(Hallinger & Walker, 2014). In Tanzania, for example, the Ministry of Education
and Vocational Training (MoEVT) (2011) through the secondary education
development programme II document, stipulated that, among other duties, heads
of secondary schools would be responsible for supervising the teaching
programme, ensuring high quality teaching and learning, effective use of time for
the entire school day and a conducive teaching and learning environment.
The major tasks of the school principal as instructional leader include:
determining objective, programme coordination, being didactic leader, organizing
enrichment programs, undertaking evaluation and examinations, taking remedial
steps, and creating conducive school climate. Similarly, Taole (2013) stated
instructional leaders’ role as setting clear goals, allocating resources to
instruction, managing the curriculum, monitoring lesson plans and evaluating
teachers. In an effort to achieve these functions school principals need to have
the theoretical knowledge, skill and adequate experiences and various trainings
on school leadership and management (Geleta, 2015).

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In this study, the independent variable is the instructional leadership of
school heads. This includes instructional resource provider, maintain visible
presence, professional development, maximize instructional time, monitoring
students’ progress, feedback on teaching and learning, and curriculum
implementation (Akram et al., 2016).
Instructional resource provider. Principals assume a proactive role in
supporting teachers' instructional efforts. They communicate directly and
frequently with teachers about instruction and student needs. An example of
frequent interaction with teachers is principals making a "conscious effort to
interact in a positive manner with every teacher on a daily basis". Teachers
address students' basic needs when they provide pencils and paper to students.
Likewise, principals provide a service to teachers' basic instructional needs by
allocating resources and materials. When instructional leaders know what is
happening in classrooms, they are better able and willing to provide resources
and materials that support teachers' instructional efforts (American Institutes for
Research, 2021).
Principals provide a service to teachers’ fundamental instructional needs
by delivering resources and materials. Principal coordinates stakeholders in
achieving the school’s vision and objectives and serves as an intermediary of
assets such as materials (library, laboratory, and newspapers), and time and
support to enable the school and its personnel to most effectively meet academic
objectives. The instructional resources would comprise of giving the staff
chances to share thoughts through staff improvement sessions, professional

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debates and discussions, and admitting teachers’ qualities and weakness. It is
the responsibility of instructional leader to furnish teachers with essential
equipment and professional development for the effective execution of their
careers which significantly correlated with student achievement. Suitable
materials for the educational curriculum program and their skillful implementation
become possible through administration of effective instructional plans to support
the effective curriculum instructionally (Akram et al., 2017).
Instructional leadership as critical to the development and maintenance of
effective schools. He posited that instructional leaders must influence others to
adjoin appropriate instructional practices with best knowledge of subject matter.
Such focus should always be on effective teaching. The role of the principal is to
supply the teachers with resources and incentives to keep their focus on the
students. Improving poor performance or maintaining excellent ones is the major
task of an instructional leader. The principal have to employ and manifest
characteristic which will help them achieve their intended objectives. The
type of leadership style he/she uses matters immense (Ojera et al., 2015).
Maintain visible presence. A school leader’s visibility is the act of being
seen by the school’s stakeholders while gauging the temperature of the school’s
culture. A school leader must be seen by the students, teachers, and parents. A
principal’s consistent routine of high visibility provides a feeling among the school
stakeholders of reliability from their leader. When a school leader engages
authentically with teachers, students, and parents while being visible, the visibility
becomes meaningful within the school culture. The visibility for a school principal
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is a crucial element within their job responsibilities. The level of visibility should
be prominent, consistent, and authentic. Visibility is important and vital for an
effective school administrator. The amount of visibility and manner in which
visibility is used determines the level of importance for a school administrator
(Snoke, 2020).
The principal is physically visible in all aspects of the school. This
dimension is consistent with maintaining visible presence to supervise and
evaluate instructions. Directing and assessing guideline is characterized as
exercises that include connection between the principal and school staff and
students with respect to classroom enhancement. Successful instructional
leaders need to make an obvious appearance which included concentrating on
learning targets, displaying practices of learning, and outlining programs and
exercises on guideline, and as an instructional leader, more than a
half day spent concentrating on these destinations. Being a visible principal as
one of critical qualities in the life of a school which is regularly ignored (Akram et
al., 2017).
A principal who is often seen in the school premises promotes stability,
calmness and sustainability. It is easy to respond to the needs of the
stakeholders when the school head is around. A visible school head may do the
following: take the first two hours in the morning to roam around and be aware of
what’s going on in the school; check and monitor who among the teachers are
having or not having classes or who are out; inspect common toilets, water
supply, electric lamps, presence of intruders; communicate with parents and

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some learners and monitor if there are learners staying outside during class
hours. In case the school head is out for official business or for other legal
reasons, it is imperative for him/her to designate an Officer-in-Charge. Such a
designation should include a defined terms of reference pertaining to its scope
and limitations. This will ensure continuous operation of the school (Macadatar,
2020).
Professional development. Professional development is directly linked to
the satisfaction of employee in a way that employees feel value from their
supervisors and organization as their goals are being focused and achieved, they
get recognition because along with their own goals organizational goals are also
being satisfied (Shikokoti, 2021). Hence, principal offers and advances
professional development chances to enhance teachers’ instructional skills. An
effective instructional leader is a person who organizes staffs’ development
conferences, observation, and supervision process of staff. The school principal
exhibits a high level of joint effort with school staff, creates continuous visits to
classrooms, and provides regular criticism (Akram et al., 2017).
The support that principal’s offer as well as their participation in the
professional learning of staff produces the largest effect on the learning
achievement of students. The principal has numerous ways of offering support to
instructors as they advance tutoring and learning. Principals can set up and
provide or inform teachers of relevant possibilities for staff development. The
principal can also encourage staff improvement that is closely related to the
school’s goals. Effective professional development permits educators to expand

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the knowledge and skills needed to address areas in students’ learning that are
demanding (Mwihaki et al., 2019).
Maximize instructional time. Instructional time incorporates
increasing/protecting time scheduled for purposes of instruction,
examinations/testing guidelines, and other student activities where direct
student–teacher communication and supervision are maintained. It can be
determined as the time spent by principals working directly with teachers and
students to accomplish teaching and learning (Grissom & Loeb, 2011).
For protecting instructional time and time allocation for instructions,
it is suggested to set up a prize framework for good participation, appropriate
obligation with staff in advising parents about irregular class attendance, to hold
staff meeting to talk about regular issues in instructional organizing and offer
arrangements, protect classroom instructional time from disturbance, demand
supervision plan, anticipate time that teachers will begin and end classes on
time, utilize the full distributed time for direction, and visit classrooms to watch
staff and students (Akram et al., 2017).
Monitoring students’ progress. Effective monitoring relies upon a
comprehensive, formative feedback system that provides timely feedback on
student performance to staff at any given school. Principals are key participants
in transforming schools in ways that improve student outcomes. The effective
schools research underscored the importance of a strong instructional leader as
an essential correlate for success. To be effective, an instructional leader must
be knowledgeable about core pedagogical practices and curriculum as well as

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student needs. They also must know how to develop effective collaborative
practices amongst teachers so learning and effective practices can be
established across departments (Omogbehin, 2013).
Activities received by principals monitor student learning for purposes of
making instructional decisions and providing feedback to students on their
progress and learning achievements. Good school principals provide teachers
and parents with assessment results on an ongoing basis. General student
supervision is likewise among the key obligations of the instructional leader
(Yunas & Iqbal, 2013). It mostly includes teachers in understanding different
matters giving them the grade they deserve (Nawab, 2011). Principals who
demonstrate strong instructional leadership sets priority on regular classroom
inspection, clear evaluation criteria, feedback on teaching learning which utilized
to help staff and students to increase their performance, and frequently monitor
students’ improvements toward school outcomes and teacher effectiveness in
obtaining learning objectives (Hallinger, 2011).
Feedback on teaching and learning. Principal practices include being
observable throughout the school, providing praise and feedback to teachers
about classroom and professional growth activities, presenting praise and
feedback to students about classroom act or behaviors, and making sure of
uninterrupted instructional time. This factor in model of instructional leadership
has suggested to the input on the education and learning process as
facilitative principalship. It assumes that the head of the school can be regarded
as instructional leader and as one of the encouraging sources for effective

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educating and learning. Locating of instructional needs through talking about
instructional issues, inspecting classroom learning process and giving criticism
on his/her perceptions as a method for giving and empowering best
instructional activities, and giving and supporting change through public and
private praise are among the factors that must be taken into account (Akram et
al., 2017).
One of the key roles of principals and assistant principals is to provide
feedback to teachers, which they usually do through classroom observations and
individual conferences. To provide feedback on teachers’ work, school leaders
can look at the assessments they give in addition to observing how they teach.
To be strategic, administrators should focus their feedback on common
assessments, both formative and summative. School administrators should focus
their feedback on these strategic assessments to be strategic themselves (Miller,
2021).
Curriculum implementation. The principal maintains an environment that
promotes effective functioning of instructional content, arrangement,
interventions, management, and monitoring in the classroom, and it is important
that the principal needs to know why, how, and when to do things. The real part
of the instructional principal incorporates a strong educational learning action,
scope of syllabus in time, and a sharp supervision. Possibly, this is conceivable
just when the instructional principal has sufficient learning, aptitudes, and expert
excitement (Yunas & Iqbal, 2013).
The role of a principal is multidimensional and includes management of

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academics, provision of conducive ambient and environment for successful
promotion of teaching–learning process, maintaining proper discipline, and
implementation of curriculum. The implementation of curriculum is one of the
basic and fundamental responsibility of principals. The overall tasks and jobs
performed by principals come under the umbrella of this task. If the principals
provide quality materials to leaners, and conducive environment for teaching–
learning process but fails to implement the curriculum effectively, then the school
objectives will not be achieved. It is the major responsibility of the principals to
develop certain achieving vision and mission for implementing the curriculum in a
limited time frame by taking consent from the stakeholders (Ullah, 2020).
21st Century Skills of Teachers
In this fast changing world, the education plays a major role in
empowering students to engage with challenges. The 21st century is rapidly
changing one in every dimension of human economically, socially,
technologically due to the rapid changes complex problems are faced by
educationists, policy makers, managers and teachers as well. Teachers of 21st
century have to create students of 21st century with soft skills. The 21st century
teachers need teaching skills content mastery as well as integrating teaching with
technology. The teacher development programs are much important. The impact
of good teaching is increasingly cited as a major determinant of economic well-
being of society (Jan, 2017).
Scott (2015) defined ‘21st Century Skills’ as ‘the knowledge, skills and
attitudes necessary to be competitive in the twenty-first century workforce,

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participate appropriately in an increasingly diverse society, use new technologies
and cope with rapidly changing workplaces’. Scott provided a summary of
‘essential competencies and skills for 21st century learning’ by analyzing several
21st Century Skills frameworks, a number of which work to synthesize the broad
range of skills and attributes. Meanwhile, Chalkiadaki (2018) defined 21st
Century Skills as encompassing a broad range of skill sets and professional
attributes, including: creativity, divergent thinking, critical thinking, team working
(especially in heterogeneous groups), work autonomy, developed cognitive and
interpersonal skills, social and civic competences, responsible national and
global citizenship, consciousness of interdependence, acceptance and
understanding of diversity, recognition and development of personal attributes,
interactive use of tools, communication in mother tongue and foreign languages,
mathematical and science competence, digital competence, sense of initiative
and entrepreneurship, accountability, leadership, cultural awareness and
expression, physical well-being.
The need in educating pupils to produce high quality generation with the
capability to deal with 21st century globalization has become a very important
agenda nowadays. Teachers play the main role in determining the outcomes of
21st century learning. Teachers’ perception and understanding towards an
innovation in education influence their action, decision and practice in classroom.
Teachers are the main factor that contributes to pupils’ performance in
mastering 21st century skills which consist of 4C’s: creativity, communication,
collaboration, and critical thinking skills (Rusdin, 2018).

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Teachers play the main role in integrating technology in classroom routine
(Langworthy, 2013; Amran & Rosli, 2017). Integrating information technology and
media and make it relevant with pedagogy and teaching techniques play
important parts in assisting and support 21st century learning progress among
pupils (Rahim & Abdullah, 2017). Integration of technology offers opportunities
for pupils to master 21st century skills like information skills, collaboration and
self-access learning (Walser, 2008; Amran & Rosli, 2017).
The process of planning and implementing 21st century learning should
base on four main principles: pupil-centered learning; collaborative learning;
contextual learning; and integrating with community. Teachers’ perceptions
toward 21st century pedagogy practice should be nourished with creativity
thinking, innovative thinking, critical thinking, emphasize on problem solving and
ability in decision making (Osman & Basar, 2016).
The 21st century skills of teachers is the dependent variable of the study. It
has three indicators, namely: learning and innovation skills, information, media
and technology skills, and life and career skills (Partnership for 21 st Century Skills
2002).
Learning and innovation skills. Strategies educators can implement to
facilitate 21st century learning and innovation skills in classrooms: collaboration,
communication, creativity, and critical thinking. One challenge educators
currently face with implementing these skills in the classroom is being required to
move to online learning or other learning formats as safety and
health remain a top priority during the pandemic. This has caused teachers to
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reinvent the way they teach their students to communicate, work with one
another, and display critical thinking and creativity skills. Many educators are
reinventing teaching in schools without an increase in resources and guidance
from the state or federal levels (Sodurland, 2020).
Schools across the US continuously improve the effectiveness in teaching
and measuring 21st century skills. The demand for implementing learning and
innovation skills exists for teachers across the country, but there is a lack of
understanding on how to effectively implement such skills. Effective
implementation of these skills in schools help individuals, communities, and the
country as a whole succeed in creating an altruistic society (Kim & Seidman,
2019).
The learning and innovation sector can be broken down into four
categories, referred to by educators as the “Four C’s.” The Four C’s are
collaboration, communication, creativity, and critical thinking. Collaboration is
defined as students working with one another towards a common goal.
Communication is defined as exchanging explicit and implicit messages.
Creativity involves discovering a range of strategies to contemplate the same
problem. Critical thinking is “a way of approaching and solving problems based
on arguments that are persuasive, logical, and rational” (Florea & Hurjuri, 2015).
These skills are especially necessary to implement in schools because they are
critical for all career paths and finding successful livelihood.
It is necessary to actively implement the learning and innovation skills.
Collaborating with others does not come naturally to most students (Kuhn, 2015).
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Collaboration is successfully incorporated in learning experiences through
teacher collaboration, interactive modeling and specific grouping. It also helps
increase confidence in learners. Communication can be taught through
storytelling and emotion and ensuring there is a plethora of opportunities
available for students to communicate with one another. Having students reflect
on their communication opportunities and skills is also beneficial to increasing the
effectiveness of this learning skill. Creativity is effectively immersed in
classrooms when curriculum. Play is encouraged, and a creative climate is
established. The fourth learning skill, critical thinking, is successfully implemented
when teachers utilize service learning opportunities, have a welcoming
classroom environment, and challenge learners to critically think at
developmentally appropriate levels (Sodurland, 2020).
Information, media and technology skills. The penetration of technology in
every aspect of modern society has affected social life as well as schools.
Technology skills have become an important life skill over time. Lack of access to
information and communication technologies poses a barrier to social integration
and personal development. It is stated that technology integration in schools has
the potential to increase students' cognitive, affective and behavioral learning
goals. It is expected that students who have access to technology in schools will
be trained as creative and problem-solving individuals possessing information,
media and technology skills in today's information society. Although most of the
students know how to use technology, they do not have understanding and
application skills about technology use and impact. It has become the duty of
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schools to integrate technology into learning-teaching processes and
curricula, to teach students how to evaluate, interpret and effectively use
information, to use technology in classrooms by supporting technology, and to
teach the correct use of technology as a learning tool (Kaware &
Sain, 2015).
Information technologies provided to classrooms are required to be used
effectively in teaching activities for each learning goal in the curriculum. Main
teaching activities should be conducted in a way that includes the effective use of
information technologies (MONE, 2018). In Turkey, the curricula and the
textbooks of the subjects are determined at the national level. Teachers can
determine the methods and techniques they will use by themselves. Although
ICT is taught as a separate course at primary and secondary education level, ICT
is recommended to be used as a general tool for complementary activities in all
subject areas and teachers are needed to corporate in digital content production
and to integrate information communication technologies into their classes
(European Schoolnet, 2017).
For the implementation of information, media and technology skills in the
classrooms students should be using ICT whenever appropriate to facilitate
learning. To achieve this, ICT and other subjects should be combined and
learning goals should not only comprise the core competences of the subject
areas but also the ICT skills (Hoechsmann, & DeWaard, 2015). Teaching and
learning process should engage students in learning considering the changing

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nature of subject knowledge with a need of digital skills of the age (Hague &
Payton, 2011).
A variety of resources and support structures are provided by school
districts or other reform efforts for teachers to integrate technology into their
classroom. School support through a person who is knowledgeable about and
can facilitate the process of technology use is often addressed in the literature.
Nelson et al. (2019) stated that technology support as an essential ingredient to
technology use of teachers. Technology skills have been identified as one of the
correlates of teachers’ use of technology (Spiteri & Rundgren 2020). Karaca
et al. (2013) found that there is a strong and positive relationship between
technology competencies and technology integration. Teachers having more
frequent use of technology in the classroom have more experience with
technology. Teaching experience is of utmost importance in the context of
technology use.
Life and career skills (Partnership for 21st Century Skills 2002). The
educators are not only responsible for the academic achievement of their
students, but are also caregivers, who provide nurturing, positive relationships to
the students. Educators need to engage students fully in the learning process
(Parsons and Taylor 2011). The curriculum should emphasize on relevance of
the learning to the students. Activity-based learning is often project-based and/or
performance-based giving purpose to the work of the students. To help children
with life skills schools should believe in a “growth mindset”. When the school
inculcates this as a practice child start to enjoy learning. They understand that
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progress takes time and they keep trying until they succeed. This helps them
achieve success in any area as they grow (Jaiswal, 2019).
Life skills training/ education takes into account psychosocial
competencies and interpersonal skills that help students to take right decisions,
solve problems, think critically and creatively, communicate effectively, build
healthy relationships, empathize with others, and cope with managing their lives
in a healthy and productive manner. Life skills are defined as the abilities for
adaptive and positive behavior that enable individuals to deal effectively with the
demands and challenges of everyday life. (Prajapati et al., 2017).
Vranda and Rao (2011) proved that life skills training enhanced their
psychosocial competencies. Meanwhile, Puspakumarag (2013) in his study
showed that life skills training was effective in preventing a wide range of
problems such as substance abuse, teenage pregnancies, violence, bullying and
to promote self-confidence and self-esteem among the adolescents. Roodbari,
Sahdipoor, and Ghale (2013) in their research showed that life skills training has
a positive effect and improves social development, emotional and social
adjustment, suggesting an increase in compatibility of children and public health.
Instructional Leadership of School Head and 21st Century Skills of Teachers
Leadership is about making connections, and it requires instructional
leaders to be focused on their purpose and intense in their beliefs (Jones, 2018).
It is clearly understood that success depends on the choices that are made and
based on their principles. Therefore, instructional leadership is an art that must
be learned and not a theory that is put into practice (Jones, 2018). Adams et al.
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(2020) stated that the role of the principal as school leaders in schools has been
characterized in terms of its effects on students’ learning outcomes.
According to Hallinger (2005), instructional leadership methods are still
relevant and can continue in contributing to school’s excellence towards the 21st
century. As stated in the Malaysian Education Quality Standards, instructional
leadership practices are needed to ensure the accomplishment of all the three
waves in the Malaysia Education Blueprint 21st century 2013-2025 (Ministry of
Education (MoE), 2012). It clearly shows that the direction of instruction is
mandatory for school leaders in Malaysia.
Şişman (2016) referred to instructional leadership as the power
and behaviour used by school leaders, teachers, and school supervisor to affect
individuals and situation in school. He added that there are five behaviours of
instructional leadership that should be practiced by school leaders which are
identifying and sharing school objective; administrating curriculum and
instructional process; evaluating instructional process and students’ academic
achievement; supporting teachers while enhancing their quality and creating a
positive learning environment and school climate (Hassan et al., 2018).
Based on Hallinger and Lee (2012), the Malaysian Ministry of Education
recommends that principals practice instructional leadership in schools to bolster
students’ academic achievement (Ibrahim & Amin, 2014). The achievement of
teacher’s work depends mainly on how the headmaster implements instructional
leadership which can be a crucial milestone in ensuring the teachers under their
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supervision demonstrate outstanding performance and professional development
(Davarajoo, 2010).
A flourishing principal must have a well-defined vision and goals for their
school’s future path, communicate them distinctly to their constituents, and
advocate their necessary proficiencies to propel the organization
in achieving its goals (Stronge, Richard & Catano, 2008). Principals need to
outline school goals as the primary step before progressing with other variables
to succeed in their schools (Ghavifekr et al., 2015). Niqab et al. (2014) explained
that the principal’s necessary actions are to set and communicate clear goals for
academic improvement to the teachers and staffs. Schools that lack goals and
directions do not have the required metric to properly evaluate schools’ success
in executing teaching and facilitating the process.
Baharuldin et al. (2019) found that school administrative support plays an
important role in shaping the teachers’ ICT competence and improve teaching
and facilitating. Guerra’s (2014) studies illustrate those teachers’ instructional
leadership practices and interpersonal skills development driven by goal setting
practice results in maintaining honest communication and teachers’ thrust
towards principals.
In a study conducted by Saad and Sankaran (2021), the findings showed
that the level of principals’ instructional leadership practices was high. The
finding also showed that there was a significant relationship between the
principals’ instructional leadership practices and teachers’ 21st century teaching
and facilitating methods in the school. The regression analysis showed that
24
principals’ instructional leadership practices variable had a stronger effect on
teachers' 21st century teaching and facilitating methods.
Synthesis
The gathered relevant literature and studies firmly affirmed the relationship
of the variables in this study. It also provided varied inputs for each variable. It is
presented in this section that instructional leadership is connected to 21 st century
skills of teachers as supported by several studies. The presentations and
discussions of related studies offered essential information which would be
valuable in the professional discussion of the findings of the study and in the
sound formation of the recommendations.
Theoretical and Conceptual Framework
Several theories and models have been associated with instructional
leadership and 21st century skills. The theoretical framework of this study is the
Competency Theory by Mc Ber (2003). The basic principle of competency model
is that an individual’s performance will increase if one has all the competencies
needed to complete the tasks and responsibilities. For instance, an expert in one
field and the frequency of one’s completing the task will enable one to do one’s
job effectively and brilliantly (Safia Saeed, 2009; Wayne, & Youngs, 2003).
For example, an academic teacher should have functional competency
which focuses on the knowledge and skills aspects that involve the knowledge to
plan teaching and learning, assessment and skills in knowledge delivery, use of
25
relevant sources, communication, producing various questioning techniques,
encourages students’ participation and also evaluate students’ performance
(Malaysian Education Ministry, 2014).
According to the competency model developed by Hay Mc Ber (2003),
skills and knowledge are usually obtained through courses and trainings and can
also be related to academic qualification. In this case, school heads as part of
their instructional leadership may offer teachers professional development to
enhance their 21st century skills. The development of an individual’s personal
characteristics is very challenging and has to be given special emphasis so as to
achieve targeted success through trainings and continuous development
program. For this model, competency is symbolized as an iceberg whereby skills
and knowledge are at the tip of an iceberg and are submerged in water.
Whereas, trait or personality is positioned under water and is unpredictable.
In the 21st century, policymakers and educators agree that improving the
quality of K- 12 education requires effective leadership practices and
collaborative efforts. Successful leaders empower teachers to be the best they
can be in their own classrooms and they able to extend their leadership to
others so every faculty can lead positive changes. Another concept that supports
the study is the Instructional Leadership Model by Hallinger and Murphy (1985).
Hallinger and Murphy (1985) defined instructional leadership as principals'
behaviors aimed at promoting and improving the process of teaching
and learning in schools involving teachers, students, parents, school planning,
school management, school facilities and resources.

26
Based on this model, there are three dimensions in instructional
leadership activities, namely determining school missions, managing instructional
programs and creating school learning environment. While instructional
leadership sub-dimensions in this model include eleven leadership functions,
which include drawing on school goals, explaining school goals, supervising and
evaluating teaching, coordinating curriculum, monitoring student progress, assure
instructional time, maintaining learning support, providing incentives for teachers,
enforcing academic standards, promote professional development and provide
incentives for learning (Esa et al., 2017).
School leadership practices are among the key elements that contribute to
the effectiveness of education change as well as external factors. The findings
from previous studies show the importance of instructional leadership principals
in managing change (Shafinaz, 2017). When education changes take place,
instructional leaders with the help of teachers are responsible for achieving
school academic goals and are willing to devote their efforts in implementing
school changes with emphasis on pedagogical aspects, teaching methods, and
learning to improve academic quality of the school. This suggests that school
leaders act as instructional leaders to mobilize changes among teachers.
The role of instructional leadership is influential and relevant in managing
education changes in the 21st-century towards preserving the quality of
education in the country. Principals can act as instructional leaders who prioritize
teaching and learning in schools. School leadership practices are among the key
27
elements that contribute to the effectiveness of education change as well as
external factors. The findings from previous studies show the importance of
instructional leadership principals in managing change (Nor Azni,
2015). When education changes take place, instructional leaders with the help of
teachers are responsible for achieving school academic goals and are
willing to devote their efforts in implementing school changes with emphasis on
pedagogical aspects, teaching methods, and learning to improve academic
quality of the school. This suggests that school leaders act as instructional
leaders to mobilize changes among teachers (Esa et al., 2017).
Figure 1 shows the conceptual model of the study. It focuses on the extent
of instructional leadership and 21st century skills. The independent variable is the
instructional leadership of school head. It has seven indicators, namely:
instructional resource provider, maintain visible presence, professional
development, maximize instructional time, monitoring students’ progress,
feedback on teaching and learning, and curriculum implementation (Akram et al.,
2016). In this study, instructional resource provider is the ability of the principal to
provide a service to teachers’ fundamental instructional needs by delivering
resources and materials. Maintain visible presence is the responsibility of the
school head to be physically visible in all aspects of the school. Professional
development is the capacity of the school head to offer and advance professional
development to enhance teachers’ instructional skill. Maximize instructional time
refers to the time spent by principals working directly with teachers and students
28
to accomplish teaching and learning. Monitoring students’ progress refers to the
ability of the school head to provide teachers and parents with assessment
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Instructional Leadership 21st Century Skills
 instructional resource
provider
 learning and innovation
 maintain visible presence skills,
 professional development  information, media and

technology skills
 maximize instructional time
 life and career skills
 monitoring students’
progress
 feedback on teaching and

learning
 curriculum implementation
Source: Partnership for 21st
Source: Akram et al. (2016) Century Skills (2002)
29
Figure 1. The Conceptual Framework of the Study
results on an ongoing basis. Feedback on teaching and learning refers to school
heads’ practices which include practices include being observable throughout the
school, providing praise and feedback to teachers about classroom and
professional growth activities. Curriculum implementation refers to the
responsibility of school head in maintaining an environment that promotes
effective functioning of instructional content, arrangement, interventions,
management, and monitoring in the classroom.
Meanwhile, the dependent variable is the 21 st century skills of teachers. It
has three indicators, namely: learning and innovation skills, information, media
and technology skills, and life and career skills (Partnership for 21 st Century Skills
2002). In this study, learning and innovation skills refer to creativity, critical
thinking, communication and collaboration which are essential to prepare
students for the future. Information, media and technology skills refer to the
ability of exhibiting a range of functional and critical thinking skills related to
information, media and technology. Life and career skills refer to the ability to
navigate the complex life and work environments in the globally competitive
information age.
Statement of the Problem
This study aimed to determine the relationship between instructional
leadership of school head and 21st century skills of elementary teachers in

30
Davao del Sur Division. More specifically, it sought to answer the following
questions:
1. What is the extent of instructional leadership of school heads in terms
of:
1.1 instructional resource provider ;
1.2 maintain visible presence;
1.3 professional development;
1.4 maximize instructional time;
1.5 monitoring students’ progress;
1.6 feedback on teaching and learning; and
1.7 curriculum implementation result?
2. What is the extent of 21st century skills of elementary teachers in terms
of:
2.1 learning and innovation skills;
2.2 information, media and technology skills; and
2.3 life and career skills?
3. Is there a significant relationship between instructional leadership of
school heads and 21st century skills of elementary teachers?
4. Which domains of instructional leadership of school heads significantly
influence the 21st century skills of elementary students?
Hypothesis
The null hypotheses were tested at 0.05 level of significance:

31
Ho1. There is no significant relationship between instructional leadership
of school heads and 21st century skills of elementary teachers.
Ho2. None of the domains of instructional leadership of school heads
significantly influence the 21st century skills of elementary students.
This research journey may serve as an avenue to have a deeper analysis
and insights regarding the 21st century skills of teachers since teachers are
expected to have acquired and empowered with the 21st century skills as
expected in the K to 12 curriculum. In this academic pursuit, it is well-established
that the instructional leadership of school heads is linked to the 21 st century skills
of the teachers. With this, it is a necessity that all school leaders must be
responsive to instructional transformation since it would pave a way in
strengthening the 21st century skills of the teachers.
In the academe be it in primary, secondary, or tertiary level, this study is
advantageous to relevant institutions, namely: DepEd officials, school principal
teachers, students, policy makers, and researchers. These would help the
beneficiaries to create policies, programs, interventions, and projects that would
intensify the 21st century skills of the teachers and the students.
DepEd Officials. This undertaking may give ideas to the higher officials on
how to keep on guiding school leaders to improve their instructional leadership
helping teachers to strengthen their 21 st century skills. Sustainable programs,
projects, interventions, activities may be crafted by these policymakers that would

32
intensify the instructional leadership of school heads and 21 st century skills of
teachers
School Principals. This study would guide the school principals to reflect of
their own actions on how they could improve their instructional leadership. This
undertaking would also help school leaders to craft school activities and other
school initiatives that would give teachers the opportunities to be well-equipped
with competencies specifically the 21st century skills which are relevant to
teaching.
Teachers. This study would serve as an opportunity for teachers to assess
their 21st century skills. Furthermore, this study would also serve as an eye-
opener for teachers that in teaching profession, upgrading themselves is a
necessity.
Students. This study would help students to be fully equipped with 21sr
century skills since their teachers are equipped with those skills. This undertaking
may guide the educational policy makers, school heads, and principals on how to
address the concern of teachers on empowering their 21st century skills.
Future Researchers. This endeavor may serve as a paradigm model for
future researchers. Also, future researchers may explore other factors relevant to
21st century skills of teachers which have not been explored in this current study.
Considering other research approach may also provide an in-depth analysis
about 21st century skills.

33
Important terms were being defined conceptually and operationally in
order to provide a clear view of the content of this study.
Instructional Leadership. This refers to a model of school leadership in
which a principal works alongside teachers to provide support and guidance in
establishing best practices in teaching (Brolund, 2016). In this study, it refers to
instructional resource provider, maintain visible presence, professional
development, maximize instructional time, monitoring students’ progress,
feedback on teaching and learning, and curriculum implementation (Akram et al.,
2016).
21st Century Skills. It is a global framework and one of the essential core
elements of the K-12 Basic Education Program of the Department of Education
that calls for holistic development of the learners in the fast-changing 21st
century world. (Pa-alisbo., 2017). In this study, it refers to learning and innovation
skills, information, media and technology skills, and life and career skills
(Partnership for 21st Century Skills, 2002).

34
CHAPTER 2
Method
This chapter introduces the methodological aspect of the study. This
covers the research design, research respondents, research instruments, data
gathering procedure and data analysis which will be employed on this
investigation.
Research Design
This study utilized a quantitative research approach specifically the
descriptive correlational approach. Quantitative research is a way to learn about
a particular group of people, known as a sample population. Using scientific
inquiry, quantitative research relies on data that are observed or measured to
examine questions about the sample population. It is used by social scientists,
including communication researchers, to observe phenomena or occurrences
affecting individuals. The purpose of quantitative research is to generate
knowledge and create understanding about the social world (Allen, 2017).
Moreover, a descriptive correlation study is a study in which the researcher is
primarily interested in describing the relationships between variables without
attempting to establish a causal relationship. (Noah, 2021).
Meanwhile, in descriptive research, the researcher does not manipulate

35
the variables in the study. It simply intends to describe the nature of the involved
variables (Fox, 2007; Korrapati, 2016). On the other hand, correlational research
design explores and measures the relationship between the variables of the
study with no attempt of manipulating them. Also, correlation investigates the
strength and direction of the variables. This can be a positive direction or a
negative direction, and a strong and a weak relationship.
This research journey was considered as quantitative since it depended
on the numerical data when analyzing and interpreting the data. It was
descriptive since its purpose was to determine the extent of instructional
leadership of school heads and 21st century skills of teachers. In addition, this
academic pursuit was correlational since its purpose was to measure the
connection between instructional leadership of school heads and 21st century
skills of teachers in the Division of Davao del Sur.
Research Respondents
This study catered the 250 public elementary teachers in the Division of
Davao del Sur. It was claimed that 200 samples are enough when testing the
Pearson Correlation analysis (Memon et al., 2020). Hence, the 250 respondents
were enough to address the purpose of this study.
Probability sampling specifically two-staged cluster sampling was used to
identify the sample of the study. It is a kind of sampling technique in which the
likelihood or probability of each piece being included may be defined. In other

36
words, every member of the population must have an equal and independent
probability of being included in the sample (Ragab & Arisha, 2018). Cluster
sampling is a popular method in conducting researches wherein the population is
being divided into different clusters. A cluster is a group of elements that are
made up of individual units that represent mutually exclusive and exhaustive
subsets (Thomas, 2020). It is two-staged cluster sampling since the sample of
elements from each selected cluster or division is chosen randomly. In the
context of the study, all elementary teachers from the public elementary schools
in Davao del Sur Division were considered.
In the inclusion and exclusion criteria, all elementary teachers in the public
schools of the Division of Davao del Sur were given an equal chance to be part
of the study. The elementary teachers with 5 years teaching experience were
chosen in this endeavor since the 5 years stay in the public school would help
them to assess their school head’s instructional leadership and teachers’ 21 st
century skills. In this academic quest, those elementary teachers in the private
schools were not considered. Furthermore, respondents who felt awkward and
uncomfortable in answering the survey questionnaire were free to withdraw from
their participation. They were not forced to be part of the study. Their decision to
withdraw was respected. Apparently, the respondents’ welfare was given utmost
importance in the conduct of the study.
Research Instruments
37
For data collection, this study utilized an adapted survey questionnaire.
There were two sets of questionnaires that were employed in this undertaking.
The first set was focusing on the instructional leadership of school heads while
the second set was about the 21st century skills of teachers.
Instructional Leadership. The instructional leadership questionnaire was
adapted from Akram et al. (2016). The instrument consists of 40 items. It has the
following indicators, namely: instructional resource provider (1-7); maintain visible
presence (1-6); professional development (1-7); maximize instructional time (1-
7); maintaining students’ progress (1-4); feedback on teaching and learning (1-5);
and curriculum implementation (1-5). The questionnaire was subjected to a pilot
testing having a result of .78 suggesting that the items have relatively high
internal consistency.
Mean Interval Descriptive Level Descriptive

Interpretation
4.20-5.00 Very Extensive The instructional

leadership of school
heads is always evident.
3.40-4.19 Extensive The instructional

heads is oftentimes
evident.
2.60-3.39 Moderately Extensive The instructional

heads is occasionally
evident.
1.80-2.59 Less Extensive The instructional

heads is seldom evident.
38
1.00-1.79 Not Extensive The instructional

heads is never evident.
21st Century Skills. The 21st century skills questionnaire was adapted from
Partnership for 21st Century Skills (2002). The instrument consists of 30 items. It
has the following indicators, namely: learning and innovation skills (1-10);
information, media and technology skills (1-10); and life and career skills (1-10).
The questionnaire was subjected to a pilot testing having a result of .80
suggesting that the items have relatively high internal consistency.
Mean Interval Descriptive Level Descriptive

Interpretation
4.20-5.00 Very Extensive The 21st century skills of

teachers are always
evident.
3.40-4.19 Extensive The 21st century skills of

teachers are oftentimes
evident.
2.60-3.39 Moderately Extensive The 21st century skills of

teachers are occasionally
evident.
1.80-2.59 Less Extensive The 21st century skills of

teachers are seldom
evident.
1.00-1.79 Not Extensive The 21st century skills of

teachers are never
evident.
The instruments in this study were contextualized to achieve the purpose
of this study. The researcher incorporated all the comments and suggestions of
39
the adviser, panel members and expert validators for the refinement of the tools
and to achieve construct validity.
Data Gathering Procedure
In gathering the data, the researcher followed a strict procedure and
protocol in order to secure the process and the welfare of the involved
respondents in the conduct of the study.
1. Permission to conduct the study. After seeking approval to the
Dean of Graduate Studies, the researcher asked permission and endorsement
from the Department of Education Region XI. After the approval, a request letter
was submitted to the office of the Schools Division Superintendents. Upon
approval, an endorsement letter was submitted to the School Head.
2. Distribution and Retrieval of the Questionnaire. After which, a
schedule was made for the distribution of the test questionnaires. In observance
to health and safety protocols, the survey questionnaire was encoded using the
Goggle Form. Link and was given to the respondents. Retrieval of the
respondents’ responses was automatically recorded and generated in the form.
When some respondents could not access the link, they were given the printed
form of the survey. They were given one hour to answer the survey.
3. Collation and Statistical Treatment of Data. All the data gathered
were tallied, tabulated, analyzed and interpreted confidentially and accordingly.
Data Analysis
40
For more comprehensive interpretation and analysis of the data, the
following statistical tools were utilized.
Mean. This was used to measure the extent of instructional leadership of
school heads and 21st century skills of the teachers.
Pearson r. This was utilized to determine the relationships between
instructional leadership of school heads and 21st century skills of the teachers.
Regression Analysis This was utilized to determine the significant
influence of instructional leadership of school heads on 21st century skills of the
teachers.
41
CHAPTER 3
Results and Discussion
This chapter presents the results of the study. These are the findings of
the problems raised in the previous chapter. They are presented both in the
textual and tabular forms.
Extent of Instructional Leadership

in terms of Instructional Resource Provider
Table 1 reflects the instructional leadership in terms of instructional
resource provider. It shows that the overall mean is 4.53, in a very extensive
level. This means that the instructional leadership in terms of instructional
resource provider is always evident.
It can be gleaned from the data that all 7 statements reveal a very
extensive result. Of which, the three (3) items which have the highest mean
score are as follows: guiding teachers in using instructional resources (4.56),
organizing and delivering the instructional materials to teachers (4.55), and
taking feedback on availability of the instructional resources (4.35). These items

42
prove that the instructional leadership in terms of instructional resource provider
is always evident.
The findings of this study implies that school heads engage actively in the
academic welfare of the students by keep on guiding teachers who have
influence on the academic success of the students. In doing so, school heads
have been consistent on assisting teachers as to the instructional materials are
Table 1. Extent of Instructional Leadership

in terms of Instructional Resource Provider
No Instructional Resource Provider Mean Descriptive

Equivalent
1 encouraging teachers to use instructional materials 4.50 Very Extensive
freely.
2 organizing and delivering the instructional materials to 4.55 Very Extensive
teachers.
3 providing students with sufficient access to the 4.51 Very Extensive
instructional materials.
4 providing teachers with sufficient access to 4.51 Very Extensive
instructional material.
5 recommending resources in areas in which teachers 4.52 Very Extensive
need.
6 guiding teachers in using instructional resources 4.56 Very Extensive
7 taking feedback on availability of the instructional 4.53 Very Extensive
resources
Overall 4.53 Very Extensive
concern. They guide teachers on how to use the instructional materials. They
provide teachers of the needed materials and they monitor and give feedback on
how teachers use the instructional materials.
The result is aligned to the statement of Akram et al. (2017) stating that
principals provide a service to teachers’ fundamental instructional needs by
delivering resources and materials. They coordinate with the stakeholders in
achieving the school’s vision and objectives and serves as an intermediary of

43
assets such as materials (library, laboratory, and newspapers), and time and
support to enable the school and its personnel to most effectively meet academic
objectives. It is the responsibility of instructional leader to furnish teachers with
essential equipment and professional development for the effective execution of
their careers which significantly correlated with student achievement.
This also confirms the beliefs of Ojera et al. (2015) claiming that
instructional leaders must influence others to adjoin appropriate instructional
practices with best knowledge of subject matter. Such focus should always be on
effective teaching. The role of the principal is to supply the teachers with
resources and incentives to keep their focus on the students. Improving poor
performance or maintaining excellent ones is the major task of an instructional
leader. The principal have to employ and manifest characteristic which will help
them achieve their intended objectives. The type of leadership style he/she uses
matters immense.

in terms of Maintain Visible Presence
Table 2 reflects the extent of instructional leadership in terms of maintain
visible presence. It shows that the overall mean is 4.49, in a very extensive level.
This means that the instructional leadership in terms of maintain visible presence
is always evident. As can be gleaned from the data, all 6 statements reveal a
very extensive result. Of which, the three (3) items which have the highest mean
score are as follows: conducting meetings to discuss instructional matters (4.55),
discussing with teachers the matters related to the instruction (4.53), and visibly
44
presenting in school for teachers and students (4.51). These items prove that the
instructional leadership in terms of maintain visible presence is always evident.
The findings of the study simply imply that school heads are always
present in the school operation that concerns the improvement of teaching-
learning process. Their presence is felt when they conduct meetings related to
instructional matters. They discuss with the teachers the matters that deal giving

in terms of Maintain Visible Presence
No Maintain Visible Presence Mean Descriptive

Equivalent
1 visiting classes regularly to observe teaching and 4.45 Very Extensive
learning.
2 being physically available for instructional issues. 4.40 Very Extensive
3 personally attending co-curricular activities of the 4.50 Very Extensive
school.
4 conducting meetings to discuss instructional matters. 4.55 Very Extensive
5 discussing with teachers the matters related to the 4.53 Very Extensive
instruction.
6 visibly presenting in school for teachers and students. 4.51 Very Extensive
solutions to teaching-related problems. Apparently, school heads presence is felt
in all corners of the school readily available when the teachers need them most.
With the results, it substantiates the notion of Snoke (2020) claiming that
a school leader’s visibility is the act of being seen by the school’s stakeholders
while gauging the temperature of the school’s culture. School leaders must be
seen by the students, teachers, and parents. A principal’s consistent routine of
high visibility provides a feeling among the school stakeholders of reliability from
their leader. When a school leader engages authentically with teachers, students,
and parents while being visible, the visibility becomes meaningful within the
45
school culture. The visibility for a school principal is a crucial element within their
job responsibilities. The level of visibility should be prominent, consistent, and
authentic. Visibility is important and vital for an effective school administrator. The
amount of visibility and manner in which visibility is used determines the level of
importance for a school administrator (Snoke, 2020).
Furthermore, Macadatar (2020) points out that aprincipal who is often
seen in the school premises promotes stability, calmness and sustainability. It is
easy to respond to the needs of the stakeholders when the school head is
around. In case the school head is out for official business or for other legal
reasons, it is imperative for him/her to designate an Officer-in-Charge. Such a
designation should include a defined terms of reference pertaining to its scope
and limitations. This will ensure continuous operation of the school.
In addition, Akram et al. (2017) highlights that the principal is physically
visible in all aspects of the school. This dimension is consistent with maintaining
visible presence to supervise and evaluate instructions. Directing and assessing
guideline is characterized as exercises that include connection between the
principal and school staff and students with respect to classroom enhancement.
Successful instructional leaders need to make an obvious appearance which
included concentrating on learning targets, displaying practices of learning, and
outlining programs and exercises on guideline, and as an instructional leader,
more than a half day spent concentrating on these destinations. Being a visible
principal as one of critical qualities in the life of a school which is regularly
ignored.
46

in terms of Professional Development
Table 3 exhibits the extent of instructional leadership in terms of professional
development. It shows that the overall mean is 4.47, in a very extensive level.
This means that the extent of instructional leadership in terms of professional
development is always evident.

in terms of Professional Development
No Professional Development Mean Descriptive

Equivalent
1 being available for teachers’ professional 4.45 Very Extensive
development.
2 planning faculty meetings for professional 4.48 Very Extensive
development.
3 arranging teachers’ meetings to help them grow 4.47 Very Extensive
professionally.
4 developing follow up plans for assessing professional 4.49 Very Extensive
development.
5 encouraging teachers to take steps to solve 4.39 Very Extensive
instructional issues.
6 encouraging teachers to improve their classroom 4.50 Very Extensive
practices.
7 planning professional development opportunities 4.48 Very Extensive
according to needs.
It is reflected in the data that all 7 statements reveal a very evident result. Of
which, the four (4) items which have the highest mean score are as follows:
encouraging teachers to improve their classroom practices (4.50), developing
follow up plans for assessing professional development (4.49), and planning
faculty meetings for professional development (4.48) and planning professional
development opportunities according to needs (4.48). These items prove that the
instructional leadership in terms of professional development is always evident.

47
The result of the study signifies that in the teaching-learning process,
school heads provide all the means to empower teachers with the relevant
knowledge and skills by means of exposing them to varied professional
development opportunities. They make plans by conducting faculty meeting and
considering teachers’ needs in upgrading their knowledge and skills. Apparently,
school heads are fully aware that as the main source of information, teachers
should be always up-to-date to the latest trend in teaching.
The results of the study affirm the claim of Mwihaki et al. (2019)
emphasizing that the support that principal’s offer as well as their participation in
the professional learning of staff produces the largest effect on the learning
achievement of students. The principal has numerous ways of offering support to
instructors as they advance tutoring and learning. Principals can set up and
provide or inform teachers of relevant possibilities for staff development. The
principal can also encourage staff improvement that is closely related to the
school’s goals. Effective professional development permits educators to expand
the knowledge and skills needed to address areas in students’ learning that are
demanding.
As highlighted by Akram et al. (2017), professional development is directly
linked to the satisfaction of employee in a way that employees feel value from
their supervisors and organization as their goals are being focused and achieved,
they get recognition because along with their own goals organizational goals are
also being satisfied. Hence, principal offers and advances professional
development chances to enhance teachers’ instructional skills.

48
Furthermore, Shikokoti, (2021) espoused that an effective instructional
leader is a person who organizes staffs’ development conferences, observation,
and supervision process of staff. The school principal exhibits a high level of joint
effort with school staff, creates continuous visits to classrooms, and provides
regular criticism.

in terms of Maximize Instructional Time
Table 4 exhibits the extent of instructional leadership in terms of maximize
instructional time. It shows that the overall mean is 4.43, in a very extensive level.
This means that the extent of instructional leadership in terms of maximize
instructional time is always evident.
It is reflected in the data that all 7 statements reveal a very extensive
result. Of which, the three (3) items which have the highest mean score are as
follows: solving issues related to discipline to maximize instructional time (4.52),
using class time of teachers for regular meetings (4.50), and ensuring that all
students are present in the class during class time (4.39). These items prove that
extent of instructional leadership in terms of maximize instructional time is always
evident.
The result of the study signifies that despite their overwhelming schedules,
school heads spend time to deal with school related matters specifically about
the teaching-learning process. They find time in solving issues or problems
related to discipline. They also spend time with teachers to discuss all matters
related to teaching. Furthermore, they also ensure that students are comfortably
49
learning in their classroom. Maximizing instructional time is possible through the
help of teachers who keep on updating them of the school’s happenings.
The findings of the study validate the contention of Grissom and Loeb
(2011) stating that instructional time incorporates increasing/protecting time
scheduled for purposes of instruction, examinations/testing guidelines, and other

in terms of Maximize Instructional Time
No Maximize Instructional Time Mean Descriptive

Equivalent
1 ensuring that all students are present in the class 4.45 Very Extensive
during class time.
2 protecting classroom instructional time from outside 4.44 Very Extensive
interruptions.
3 encouraging all teachers to come to class well- 4.43 Very Extensive
prepared and in time.
4 using class time of teachers for regular meetings. 4.50 Very Extensive
5 making sure that students are not allowing to office 4.30 Very Extensive
during class.
6 solving issues related to discipline to maximize 4.52 Very Extensive
instructional time.
7 meeting teachers individually to discuss student 4.40 Very Extensive
progress issues.
student activities where direct student–teacher communication and supervision
are maintained. It can be determined as the time spent by principals working
directly with teachers and students to accomplish teaching and learning.
Furthermore, Akram et al. (2017) mentioned that for protecting
instructional time and time allocation for instructions, it is suggested to set up a
prize framework for good participation, appropriate obligation with staff in
advising parents about irregular class attendance, to hold staff meeting to talk
about regular issues in instructional organizing and offer arrangements, protect

50
classroom instructional time from disturbance, demand supervision plan,
anticipate time that teachers will begin and end classes on time, utilize the full
distributed time for direction, and visit classrooms to watch staff and students.

in terms of Monitoring Students’ Progress
Table 5 exhibits the extent of instructional leadership in terms of

in terms of Monitoring Students’ Progress
No Monitoring Students’ Progress Mean Descriptive

Equivalent
1 discussing students’ results with teachers for 4.44 Very Extensive
curricular strengths.
2 reviewing students’ work when evaluating classroom 4.40 Very Extensive
instruction.
3 asking the teachers to send the students’ progress 4.50 Very Extensive
reports to parents.
4 providing public praise to those teachers who perform 4.52 Very Extensive
well.
monitoring students’ progress. It shows that the overall mean is 4.47, in a very
extensive level. This means that the extent of instructional leadership in terms of
monitoring students’ progress is always evident.
follows: providing public praise to those teachers who perform well (4.52), asking
the teachers to send the students’ progress reports to parents (4.50), and
discussing students’ results with teachers for curricular strengths (4.44). These
items prove that the extent of instructional leadership in terms of monitoring
students’ progress is always evident.

51
The result of the study implies that students’ progress is one of the
academic goals of school heads. With this, they make all the means to monitor
students’ progress. One of the actions they do is to give recognition to teachers
who have helped them in achieving students’ progress. They also keep
themselves updated of their students’ academic status through the feedback of
their teachers. In this case, they also let the parents involve by informing them of
their children’s academic welfare.
The results of the study supported the notion of Omogbehin (2013) stating
that effective monitoring relies upon a comprehensive, formative feedback
system that provides timely feedback on student performance to staff at any
given school. Principals are key participants in transforming schools in ways that
improve student outcomes. The effective schools research underscored the
importance of a strong instructional leader as an essential correlate for success.
To be effective, an instructional leader must be knowledgeable about core
pedagogical practices and curriculum as well as student needs. They also must
know how to develop effective collaborative practices amongst teachers so
learning and effective practices can be established across departments.
Moreover, Yunas and Iqbal (2013) argued that activities received by
principals monitor student learning for purposes of making instructional decisions
and providing feedback to students on their progress and learning achievements.
Good school principals provide teachers and parents with assessment results on
an ongoing basis. General student supervision is likewise among the key
obligations of the instructional leader.

52
In addition, Nawab (2011) mentioned that it mostly includes teachers in
understanding different matters giving them the grade they deserve. Principals
who demonstrate strong instructional leadership sets priority on regular
classroom inspection, clear evaluation criteria, feedback on teaching learning
which utilized to help staff and students to increase their performance, and
frequently monitor students’ improvements toward school outcomes and teacher
effectiveness in obtaining learning objectives.

in terms of Feedback on Teaching and Learning
Table 6 exhibits the extent of instructional leadership in terms of feedback
on teaching and learning. It shows that the overall mean is 4.49, in a very
feedback on teaching and learning is always evident.
follows: praising outstanding students on their achievement publicly (4.53),
providing public praise to those teachers who perform well (4.50), and
communicating students’ performance in parent teacher meetings (4.49). These
items prove that the extent of instructional leadership in terms of feedback on
teaching and learning is always evident.
The result of the study implies that for the improvement of school
operation specifically the academic welfare of the students, school heads give
constant feedback to teachers who are frontliners in the implementation of the

53
curriculum. Giving recognition to students and acknowledging teachers’ excellent
performance are means of school heads in giving feedback. Involving the parents
by means of calling their attention during parent-teacher conferences are also an
opportunity for school heads to give feedback and update both the students and
the teachers regarding the progress of the students in the school community.

in terms of Feedback on Teaching and Learning
No Feedback on Teaching and Learning Mean Descriptive

Equivalent
1 providing public praise to those teachers who perform 4.50 Very Extensive
well.
2 reinforcing the teachers in staff meetings/newsletters/ 4.45 Very Extensive
memos.
3 praising outstanding students on their achievement 4.53 Very Extensive
publicly.
4 communicating students’ performance in parent 4.49 Very Extensive
teacher meetings.
5 providing verbal and written feedback to my teachers. 4.48 Very Extensive
The results of the study is parallel to the contention of Miller (2021)
believing that one of the key roles of principals and assistant principals is to
provide feedback to teachers, which they usually do through classroom
observations and individual conferences. To provide feedback on teachers’ work,
school leaders can look at the assessments they give in addition to observing
how they teach. To be strategic, administrators should focus their feedback on
common assessments, both formative and summative. School administrators
should focus their feedback on these strategic assessments to be strategic
themselves.
54
Moreover, Akram et al. (2017) stressed that principal practices include
being observable throughout the school, providing praise and feedback to
teachers about classroom and professional growth activities, presenting praise
and feedback to students about classroom act or behaviors, and making sure of
uninterrupted instructional time. This factor in model of instructional leadership
has suggested to the input on the education and learning process as
facilitative principalship. It assumes that the head of the school can be regarded
as instructional leader and as one of the encouraging sources for effective
educating and learning.

in terms of Curriculum Implementation
Table 7 exhibits the extent of instructional leadership in terms of
curriculum implementation. It shows that the overall mean is 4.52, in a very
curriculum implementation is always evident.
follows: ensuring that teachers teach the required curriculum (4.55), encouraging
my teachers to engage their students in activities (4.54), and encouraging a
lesson plan for making curriculum effective (4.53). These items prove that the
extent of instructional leadership in terms of curriculum implementation is always
evident.
55
The result of the study implies that the holistic development of the
students is being ensured in the implementation of the curriculum. Teachers
have been the best partner of the school heads in the realization of the
curriculum implementation. They always find time to conduct observation to
ensure that teachers teach the expected competencies that learners need to
acquire. Hence, teachers are required to make lesson plans. Also, school heads
encourage their teachers that students should be actively part of the school
activities.

in terms of Curriculum Implementation
No Curriculum Implementation Mean Descriptive

Equivalent
1 ensuring that teachers teach the required curriculum 4.55 Very Extensive
2 encouraging a lesson plan for making curriculum 4.53 Very Extensive
effective.
3 encouraging my teachers to engage their students in 4.54 Very Extensive
activities.
4 meeting teachers to get reports about curriculum 4.49 Very Extensive
implementation.
5 ensuring that students’ marks provide info about 4.48 Very Extensive
curriculum implementation.
The results are consistent with the findings of Ullah (2020) revealing that
the implementation of curriculum is one of the basic and fundamental
responsibility of principals. The overall tasks and jobs performed by principals
come under the umbrella of this task. If the principals provide quality materials to
leaners, and conducive environment for teaching–learning process but fails to
implement the curriculum effectively, then the school objectives will not be
achieved. It is the major responsibility of the principals to develop certain

56
achieving vision and mission for implementing the curriculum in a limited time
frame by taking consent from the stakeholders.
In the same vein, Yunas and Iqbal (2013) indicates that the principal
maintains an environment that promotes effective functioning of instructional
content, arrangement, interventions, management, and monitoring in the
classroom, and it is important that the principal needs to know why, how, and
when to do things. The real part of the instructional principal incorporates a
strong educational learning action, scope of syllabus in time, and a sharp
supervision. Possibly, this is conceivable just when the instructional principal has
sufficient learning, aptitudes, and expert excitement.
Summary on the Extent of Instructional Leadership
Table 8 provides the summary on the extent of instructional leadership. It
is exhibited that the overall mean of instructional leadership is 4.49, which is in a
very extensive level. This means that instructional leadership is always evident.
Data show that all seven (7) indicators are in a very extensive level. As
arranged chronologically, instructional resource provider has the highest mean
score (4.53). This is followed by curriculum implementation (4.52), maintain
visible presence (4.49), feedback on teaching and learning (4.49), professional
development (4.47), monitoring student progress (4.47) and maximize
instructional time (4.43).
With the very evident extent of instructional leadership, this reaffirms the
widely held belief of Hansen and Làrudsóttir (2015) claiming that the leader of a
school has a high level of responsibility to students, teachers, parents, and the
57
community. Classroom teachers need a leader who will be supportive,
motivating, and knowledgeable. A well-rounded principal will have a varied style
of leadership that will draw on many different leadership models. When a
principal is an instructional leader, there are positive outcomes in student
achievement. Strong instructional leaders can therefore have a positive effect on
student outcomes and learning in their schools.
Similarly, Brolund (2016) emphasizes that principals who use these tenets
of instructional leadership have increased potential to improve teaching and
Table 8. Summary on the Extent of Instructional Leadership
No Indicators Mean Descriptive

Equivalent
1 Instructional Resource Provider 4.53 Very Extensive

2 Maintain Visible Provider 4.49 Very Extensive
3 Professional Development 4.47 Very Extensive
4 Maximize Instructional Time 4.43 Very Extensive
5 Monitoring Students’ Progress 4.47 Very Extensive
6 Feedback on Teaching and Learning 4.49 Very Extensive
7 Curriculum Implementation 4.52 Very Extensive
learning in the school (Brolund, 2016). For example, Kaparou and Bush (2015)
cited that the principals in Greece do not usually discuss goals and visions for the
school with their staff; however, in high performing schools, principals see
themselves as visionaries and discuss goals with the teachers.
In addition, Geleta (2015) made mention that the major tasks of the school
principal as instructional leader include: determining objective, programme
coordination, being didactic leader, organizing enrichment programs, undertaking
evaluation and examinations, taking remedial steps, and creating conducive

58
school climate. Similarly, Taole (2013) stated instructional leaders’ role as setting
clear goals, allocating resources to instruction, managing the curriculum,
monitoring lesson plans and evaluating teachers. In an effort to achieve these
functions school principals need to have the theoretical knowledge, skill and
adequate experiences and various trainings on school leadership and
management.
Extent of 21st Century Skills of Teachers

in terms of Learning and Innovation Skills
Table 9 exhibits the level of 21st century skills of teachers in terms of
Table 9. Extent of 21st Century Skills of Teachers

in terms of Learning and Innovation
No Learning and Innovation Mean Descriptive

Equivalent
1 using a wide range of idea creation techniques (such 4.53 Very Extensive
as brainstorming)
2 being open and responsive to new and diverse 4.57 Very Extensive
perspectives; incorporate group input and feedback
into the work.
3 using various types of reasoning (inductive, deductive, 4.49 Very Extensive
etc.) as appropriate to the situation..
4 having a good command of the contents of the course 4.55 Very Extensive
5 articulating thoughts and ideas effectively using oral, 4.56 Very Extensive
written and nonverbal communication skills in a variety
of forms and contexts
6 exercising flexibility and willingness to be helpful in 4.54 Very Extensive
making necessary compromises to accomplish a
common goal.
7 analyzing how parts of a whole interact with each 4.54 Very Extensive
other to produce overall outcomes in complex
systems.
8 reflecting critically on learning experiences and 4.40 Very Extensive
processes.
9 identifying and asking significant questions that clarify 4.48 Very Extensive
various points of view and lead to better solutions.
10 viewing failure as an opportunity to learn; understand 4.56 Very Extensive
that creativity and innovation is a long-term, cyclical
process of small successes and frequent mistakes.
59
learning and innovation skills It shows that the overall mean is 4.52, in a very
extensive level. This means that the 21st century skills of teachers in terms of
learning and innovation skills are always evident.
As revealed from the data that all 10 statements reveal a very extensive
follows: being open and responsive to new and diverse perspectives; incorporate
group input and feedback into the work (4.57), articulating thoughts and ideas
effectively using oral, written and nonverbal communication skills in a variety of
forms and contexts (4.56), and viewing failure as an opportunity to learn;
understand that creativity and innovation is a long-term, cyclical process of small
successes and frequent mistakes (4.56). These items prove that the 21 st century
skills of teachers in terms of learning and innovation skills is always evident.
The findings of the study denote that teachers are committed and
dedicated to their school community when it comes to imparting knowledge and
skills to their learners. They keep on making innovations and embracing new
trends for the improvement of their teaching skills. They consider feedback in
enhancing their craft. They believe that they have long way to go to be effective
in teaching. Along the way, they meet failures which they consider as part of their
teaching journey and a learning experience for them.
This confirms the study of Sodurland (2020) revealing that strategies
educators can implement to facilitate 21st century learning and innovation skills
in classrooms: collaboration, communication, creativity, and critical thinking. This

60
has caused teachers to reinvent the way they teach their students to
communicate, work with one another, and display critical thinking and creativity
skills. Many educators are reinventing teaching in schools without an increase in
resources and guidance from the state or federal levels.
Furthermore, Florea and Hurjuri (2015) emphasized that the learning and
innovation sector can be broken down into four categories, referred to by
educators as the “Four C’s.” The Four C’s are collaboration, communication,
creativity, and critical thinking. Collaboration is defined as students working with
one another towards a common goal. Communication is defined as exchanging
explicit and implicit messages. Creativity involves discovering a range of
strategies to contemplate the same problem. Critical thinking is “a way of
approaching and solving problems based on arguments that are persuasive,
logical, and rational”. These skills are especially necessary to implement in
schools because they are critical for all career paths and finding successful
livelihood.

in terms of Information, Media and Technology Skills
Table 10 exhibits the extent of 21st century skills of teachers of in terms of
information, media and technology skills. It shows that the overall mean is 4.44,
in a very extensive level. This means that the 21 st century skills of teachers in
terms of information, media and technology skills are always evident.
It can be gleaned from the data that all 10 statements reveal a very
extensive result. Of which, the three (3) items which have the highest mean
61
score are as follows: accessing information efficiently (time) and effectively
(sources) (4.48), examining how individuals interpret messages differently, how
values and points of view are included or excluded, and how media can influence
beliefs and behaviors (4.48), and using information accurately and creatively for
the issue or problem at hand (4.47). These items prove that the 21 st century skills
of teachers of in terms of information, media and technology skills. is always
evident.
The findings of the study implies that teachers are finding means to be
technologically oriented since it is the latest demand. Being oriented to
technology helps them to improve their craft in teaching. With the use of

in terms of Information, Media and Technology Skills
No Information, Media and Technology Skills Mean Descriptive

Equivalent
1 evaluating information critically and competently 4.45 Very Extensive
2 using information accurately and creatively for the 4.47 Very Extensive
issue or problem at hand.
3 accessing information efficiently (time) and effectively 4.48 Very Extensive
(sources).
4 managing the flow of information from a wide variety 4.44 Very Extensive
of source.
5 applying a fundamental understanding of the 4.40 Very Extensive
ethical/legal issues surrounding the
access and use of information
6 examining how individuals interpret messages 4.48 Very Extensive
differently, how values and points of view are included
or excluded, and how media can influence beliefs and
behaviors.
7 using technology as a tool to research, organize, 4.46 Very Extensive
evaluate and communicate information.
8 understanding and utilizing the most appropriate 4.45 Very Extensive
media creation tools, characteristics and convention.
9 using digital technologies (computers, PDAs, media 4.40 Very Extensive
players, GPS, etc.), communication/networking tools
and social networks appropriately to access, manage,
integrate, evaluate and create information to
62
successfully function in a knowledge economy.

10 understanding and effectively utilizing the most 4.41 Very Extensive
appropriate expressions and interpretations in diverse,
multi-cultural environments.
technology, teachers could access information efficiently (time) and effectively.
They may also get information accurately and creatively with the help of
technology which they may use in resolving issues or problems.
This validates the concept of the European Schoolnet (2017) that the ICT
is recommended to be used as a general tool for complementary activities in all
subject areas and teachers are needed to corporate in digital content production
and to integrate information communication technologies into their classes.
Information technologies provided to classrooms are required to be used
effectively in teaching activities for each learning goal in the curriculum. Main
teaching activities should be conducted in a way that includes the effective use of
information technologies (MONE, 2018).
Kaware and Sain (2015) stressed that it has become the duty of schools
to integrate technology into learning-teaching processes and
curricula, to teach students how to evaluate, interpret and effectively use
information, to use technology in classrooms by supporting technology, and to
teach the correct use of technology as a learning tool. Technology integration in
schools has the potential to increase students' cognitive, affective and behavioral
learning goals. It is expected that students who have access to technology in
schools will be trained as creative and problem-solving individuals possessing
information, media and technology skills in today's information society.

63

in terms of Life and Career Skills
Table 11 showcases the 21st century skills of teachers in terms of life and
career skills. It shows that the overall mean is 4.52, in a very extensive level. This
means that the 21st century skills of teachers in terms of life and career skills are
always evident.
As shown from the data that all 10 statements reveal a very extensive
follows: working effectively in a climate of ambiguity and changing priorities
(4.57), adapting to varied roles, jobs responsibilities, schedules and contexts

in terms of Life and Career Skills
No Life and Career Skills Mean Descriptive

Equivalent
1 adapting to varied roles, jobs responsibilities, 4.56 Very Extensive
schedules and contexts.
2 working effectively in a climate of ambiguity and 4.57 Very Extensive
changing priorities.
3 incorporating feedback effectively. 4.48 Very Extensive
4 dealing positively with praise, setbacks and criticism. 4.45 Very Extensive
5 setting goals with tangible and intangible success 4.53 Very Extensive
criteria.
6 utilizing time and manage workload efficiently. 4.54 Very Extensive
7 applying the assessment criteria of the activities as 4.47 Very Extensive
established in the subject's curriculum
8 knowing when it is appropriate to listen and when to 4.50 Very Extensive
speak.
9 respecting cultural differences and work effectively 4.52 Very Extensive
with people from a range of
social and cultural backgrounds
10 setting and meeting goals, even in the face of 4.55 Very Extensive
obstacles and competing pressures
64
(4.56), and setting and meeting goals, even in the face of obstacles and
competing pressures (4.45). These items serve as proofs that 21 st century skills
of teachers in terms of life and career skills are always evident.
This implies that teachers are professionally oriented and go beyond to
the call of teaching. Their teaching experiences help them to be expert in
overcoming to whatever challenges they encounter. They can perform their job
with grace amid unforeseen circumstances. They master the art of playing and
carrying out different roles in the field of teaching. They surely know how to
handle obstacles and pressures that surround them since they are used to it.
The findings of this study supported the contention of Prajapati et al. 2017)
believing that life skills training/ education takes into account psychosocial
competencies and interpersonal skills that help students to take right decisions,
solve problems, think critically and creatively, communicate effectively, build
healthy relationships, empathize with others, and cope with managing their lives
in a healthy and productive manner.
Vranda and Rao (2011) proved that life skills training enhanced their
psychosocial competencies. Meanwhile, Puspakumarag (2013) in his study
showed that life skills training was effective in preventing a wide range of
problems such as substance abuse, teenage pregnancies, violence, bullying and
to promote self-confidence and self-esteem among the adolescents. Roodbari,
Sahdipoor, and Ghale (2013) in their research showed that life skills training has
a positive effect and improves social development, emotional and social
adjustment, suggesting an increase in compatibility of children and public health.

65
Summary on the Extent of 21st Century Skills of Teachers
Table 12 provides the summary on the extent of 21 st century skills of
teachers. It is exhibited that the overall mean of 21 st century skills of teachers is
4.49, which is in a very extensive level. This means that the 21 st century skills of
teachers are always evident.
Data show that all three (3) indicators are in a very extensive level. As
arranged chronologically, learning and innovation skills (4.52) and life and career
skills (4.52) both have the highest mean. Meanwhile, information, media, and
technology skills have the mean of 4.44.
The result implies that teachers have a very extensive 21st century skills
since these have been demanded from them. Given the fact that they need to
Table 12. Summary on the Extent of 21st Century Skills of Teachers
No Indicators Mean Descriptive

Equivalent
1 Learning and Innovation Skills 4.52 Very High

2 Information, Media and Technology Skills 4.44 Very High
3 Life and Career Skills 4.52 Very High
Overall 4.49 Very High
impart knowledge and skills to digital learners, it is expected from them to be
equipped with 21st century skills. They must possess the learning and innovation
skills, information, media, and technology skills, and life and career skills. These
skills surely help them to teach learners to be also technologically oriented
empowered with 21st century skills.
The favorable findings of this study supported the findings of Rusdin
(2018) emphasizing that the need in educating pupils to produce high quality
66
generation with the capability to deal with 21st century globalization has become
a very important agenda nowadays. Teachers play the main role in determining
the outcomes of 21st century learning. Teachers’ perception and understanding
towards an innovation in education influence their action, decision and practice in
classroom. Teachers are the main factor that contributes to pupils’ performance
in mastering 21st century skills which consist of 4C’s: creativity, communication,
collaboration, and critical thinking skills.
Teachers play the main role in integrating technology in classroom routine
(Amran & Rosli, 2017). Integrating information technology and media and make it
relevant with pedagogy and teaching techniques play important parts in assisting
and support 21st century learning progress among pupils (Rahim & Abdullah,
2017). Integration of technology offers opportunities for pupils to master 21st
century skills like information skills, collaboration and self-access learning
(Walser, 2008; Amran & Rosli, 2017).
Significance of the Relationship Between the Extent of

Instructional Leadership of School Heads and
21st Century Skills of Teachers
Presented in Table 13 are the data on the significance of the relationship
between instructional leadership of school heads and 21 st century skills of
teachers. Reflected in the hypothesis, the relationship was tested at 0.05 level of
significance. The overall r-value of .688 with a p-value of <0.05 signified the
rejection of the null hypothesis. It means that there is a significant relationship
between instructional leadership of school heads and 21 st century skills of

67
teachers. This shows that instructional leadership of school heads is correlated
with 21st century skills of teachers.
Doing a pairwise correlation among the measures of both variables, it can
be gleaned that instructional resource provider, maintain visible presence,
revealed computed r-values of 0.745, 0.688, 0.755, 0.655, .627, .625, and 0.725
respectively with p-values which are less than 0.05 in the level of significance.
This implies that as instructional resource provider, maintain visible presence,
increases, the 21st century skills of teachers increase.
Table 13. Significance of the Relationship Between Instructional Leadership of

School Heads and 21st Century Skills of Teachers
Instructional
Leadership Dependent r-value p- value Decision on Ho
Indicators Variable
Instructional 0.745 0.000 Ho is Rejected

Resource Provided
Maintain Visible 0.688 0.000 Ho is Rejected

Presence
Professional 0.755 0.000 Ho is Rejected

Development
21st Century
Maximize Skills 0.655 0.000 Ho is Rejected
Instructional Time
Monitoring Students’ 0.627 0.000 Ho is Rejected

Progress
68
Feedback on 0.625 0.000 Ho is Rejected

Teaching and
Learning
Curriculum 0.725 0.000 Ho is Rejected

Implementation
Overall 0.688* 0.000 Ho is Rejected
*Significant at 0.05 significance level.
The result is in consonance to the study conducted by Baharuldin et al.
(2019) revealing that school administrative support plays an important role in
shaping the teachers’ ICT competence and improve teaching and facilitating. In a
study conducted by Saad and Sankaran (2021), the findings showed that the
level of principals’ instructional leadership practices was high. The finding also
showed that there was a significant relationship between the principals’
instructional leadership practices and teachers’ 21st century teaching and
facilitating methods in the school. The regression analysis showed that principals’
instructional leadership practices variable had a stronger effect on teachers' 21st
century teaching and facilitating methods.
Similarly, according to Hallinger (2005), instructional leadership methods
are still relevant and can continue in contributing to school’s excellence towards
the 21st century. As stated in the Malaysian Education Quality Standards,
instructional leadership practices are needed to ensure the accomplishment of all
the three waves in the Malaysia Education Blueprint 21st century 2013-2025
(Ministry of Education (MoE), 2012). It clearly shows that the direction of
instruction is mandatory for school leaders in Malaysia.
Regression Analysis on the Influence of Instructional Leadership on 21st Century

Skills
69
Shown in table 14 is the regression analysis on the influence of
instructional leadership on the 21st century skills of school leaders. The overall p-
value (p<0.05) denotes that instructional leadership of teachers is a predictor of
parental engagement. The B values of the independent variable, instructional
leadership in terms of instructional resource provider, maintain visible presence,
progress, feedback on teaching and learning, and curriculum implementation is
0.498, 0.487, 0.475, .455, .473, .485, and 0.489 respectively.
One unit change in instructional resource provider will lead to .498 unit
change in 21st century skills if the other predictor is at “0”. In the same way, one
unit change in maintain visible presence will lead to .487 unit change in 21st
century skills if the other predictor is at “0”. Also, one unit change in professional
Table 14. Regression Analysis on the Influence of Instructional Leadership on

21st Century Skills
21st Century Skills

β B
Instructional (Standardize (Unstandardiz
T Sig.
Leadership d ed
Coefficients) Coefficients)
Constant 0.852 0.135 6.877 0.000
Instructional 0.498 0.445 12.886 0.000

Resource Provider
Maintain Visible 0. 487 0. 442 12.712 0.000

Presence
Professional 0. 475 0. 415 12.654 0.000

Development
70
Maximize 0.455 0.405 12.586 0.000

Instructional Time
Monitoring Student 0. 473 0. 412 12.615 0.000

Progress
Feedback on 0.485 0.422 12.715 0.000

Teaching and
Learning
Curriculum 0. 489 0. 445 12.820 0.000

Implementation
R 0.859
R2 0.764
F 425.215
p 0.000
development will lead to .475 unit change in 21 st century skills if the other
predictor is at “0”. Similarly, one unit change in maximize instructional time will
lead to .455 unit change in 21st century skills if the other predictor is at “0”.
Furthermore, one unit change in monitoring student progress will lead to .473 unit
change in 21st century skills if the other predictor is at “0”. In the same vein, one
unit change in feedback on teaching and learning will lead to .485 unit change in
21st century skills if the other predictor is at “0”. Lastly, one unit change in
curriculum implementation will lead to .485 unit change in parental engagement if
the other predictor is at “0”.
Among the seven, instructional resource provider indicates a higher
influence on 21st century skills compared to other indicators. Lastly, the

71
coefficient of determination of r-squared value is also shown in the table which
was 0.764 or 76.4% of the 21st skills century is explained by the domains of
instructional leadership which are instructional resource provider, maintain visible
implementation. Hence, the hypothesis that there is no domain in instructional
leadership that significantly influences 21st century skills is rejected.
The result of the study conforms to the competency model developed by
Hay Mc Ber (2003) theorizing that skills and knowledge are usually obtained
through courses and trainings and can also be related to academic qualification.
In this case, school heads as part of their instructional leadership may offer
teachers professional development to enhance their 21st century skills. The
development of an individual’s personal characteristics is very challenging and
has to be given special emphasis so as to achieve targeted success through
trainings and continuous development program. For this model, competency is
symbolized as an iceberg whereby skills and knowledge are at the tip of an
iceberg and are submerged in water. Whereas, trait or personality is positioned
under water and is unpredictable. In the 21st century, policymakers and
educators agree that improving the quality of K- 12 education requires effective
leadership practices and collaborative efforts. Successful leaders empower
teachers to be the best they can be in their own classrooms and they able to
extend their leadership to others so every faculty can lead positive changes.
72
Another concept that supports the study is the Instructional Leadership
Model by Hallinger and Murphy (1985). Hallinger and Murphy (1985) defined
instructional leadership as principals' behaviors aimed at promoting and
improving the process of teaching and learning in schools involving teachers,
students, parents, school planning, school management, school facilities and
resources. Baharuldin et al. (2019) found that school administrative support plays
an important role in shaping the teachers’ ICT competence and improve teaching
and facilitating.
CHAPTER 4
Conclusion and Recommendations
Presented in this chapter are the findings based on the results of data
gathered, the conclusions drawn from the findings and the recommendations for
consideration.
Findings
The main focus of the study was to determine the significance of the
relationship between instructional leadership and 21st century skills of public

73
school elementary teachers. The study was conducted in the selected
elementary schools in Davao del Sur Division. There were two hundred fifty
(250) elementary teachers who participated in this study. Descriptive
correlational method of research was used in this study utilizing adopted
research instruments. The said instruments were validated by the panel of
experts and subjected to pilot testing before it was made ready for administration.
Mean and Pearson Product Correlation of Coefficient were the statistical tools
used in analyzing the data. The hypothesis raised in this study was tested at 0.05
level of significance.
The major findings of the study were the following: the extent of
instructional leadership of school heads in public elementary schools is very
extensive. Meanwhile, the extent of 21 st century skills among the respondents is
very extensive. It was found out that there is a significant relationship between
instructional leadership of school heads and 21 st century skills of public school
elementary teachers. The hypothesis of no significant relationship between
instructional leadership of school heads and 21st century skills was rejected.
Conclusions
Based on the findings of this study, the following conclusions were offered:
The extent of instructional leadership of school heads of the public
elementary schools implies that it is always evident in the school. Meanwhile, the
extent of 21st century skills of teachers is always evident in the schools.

74
Based on the findings, instructional leadership and 21 st century skills of
teachers are correlated. Also, instructional leadership of school heads
significantly influences 21st century skills of teachers. In fact, all domains of
instructional leadership, namely, instructional resource provider, maintain visible
implementation significantly influence service commitment by registering a p-
value of .000 which is less than .05 in the level of significance. This leads to the
rejection of the null hypothesis. Further, the result indicates that for every unit
increase in the seven domains of instructional leadership, the 21st century skills
elementary teachers will increase.
Recommendations
The following suggestions were offered based on the conclusions of the
study:
1. The higher officials in the Department of Education may craft
effective policies, programs, projects, interventions and activities which may
intensify the instructional leadership of school heads and the 21 st century skills of
teachers.
2. School principals may find means in enhancing their instructional
leadership. They may also assess the status of their instructional leadership and
how does it affect the 21st century skills of the teachers. Moreover, they may also
75
craft new interventions strengthening teachers’ 21 st century skills specifically on
information, media, and technology.
3. Teachers may take an effort keep on upgrading themselves. They may
attend various seminars, webinars, or any undertaking that would help them
reinforce their 21st century skills.
4. Future researchers may explore relevant information about instructional
leadership and 21st century skills of teachers. Also, other means of research
approach may be utilized to further explore the involved variables in this study.
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CHAPTER 1

The Problem and Its Setting

Changing social life and educational environment significantly affect the

determination of teacher skills. In addition to pedagogical expectations, the

acquire, critical thinking, problem solving, communication, cooperation, creativity,

effective guidance, character development and professional ethics come to the

fore (Telli, 2021). Unfortunately, 21st century skills of teachers need to be

On current trends, the International Commission on Financing Education

jobs of 2030 (UNESCO, 2016). Among global education’s most urgent

challenges is a severe lack of trained teachers, particularly female teachers. In

fact, in sub-Saharan Africa, an additional 9 million trained teachers are needed

by 2030. Society is changing at an alarmingly accelerating pace but schools

of these countries are struggling to change their pedagogical practices

mainly because of politico-social beliefs and lack of resources. Schools teach

The Philippine educational system has experienced the same dilemma.

Philippines has one of the lowest budget allocations to education amongst

ASEAN countries. The Department of Education faces corruption allegations,

with a lack of transparency in how funds are allocated. Insufficient classrooms,

as a result of rote-learning, reinforced by the type of assessments conducted

theoretical trainings (Gopinathan, 2019).

the learning acquired from trainings due to their demanding profession.

investigated the connection of instructional leadership of school heads and 21 st

century skills of teachers.

Given these situations, the researcher aimed to further investigate the

extent of instructional leadership of school heads and 21st century skills of

teachers specifically in Davao del Sur Division. Furthermore, it aimed to explore

intended to shed light regarding instructional leadership of school heads and 21 st

policy makers in crafting policies, programs, interventions, projects, activities that

would motivate school leaders to showcase their instructional leadership which

would lead to the improvement of teachers’ 21st century skills.

Review of Significant Literature

instructional leadership of school heads and 21 st century skills of teachers. The

independent variable is instructional leadership of school heads. It has seven

indicators, namely: instructional resource provider, maintain visible presence,

professional development, maximize instructional time, monitoring students’

progress, feedback on teaching and learning, and curriculum implementation

of teachers. It has three indicators, namely: learning and innovation skills,

for 21st Century Skills 2002).

Instructional Leadership of School Head

Instructional leadership is an educational leadership that focuses on the

core responsibility of a school, namely teaching and learning, by defining

that of a traditional school administrator in a number of meaningful ways:

strictly with administrative duties, the head of school who is an instructional

in a community striving for excellence in education. As such, it becomes the

head of school’s responsibility to work with teachers to manage the

instructional programme. Instructional leaders know what is happening in

strengths and reducing their weaknesses (Manaseh, 2016).

The leader of a school has a high level of responsibility to students,

will be supportive, motivating, and knowledgeable. A well-rounded principal will

models. One model, instructional leadership, is a pathway for setting and

supporting teachers through coaching, mentoring and professional development.

When a principal is an instructional leader, there are positive outcomes in student

achievement (Hansen & Làrudsóttir, 2015). Strong instructional leaders can

therefore have a positive effect on student outcomes and learning in their

The goal of the instructional leadership model is to promote student

and providing professional development opportunities, both formal and informal.

Instructional leaders act as an instructional resource to support teachers in

and knowledge to be effective instructional leaders or that they are

uncomfortable commenting on teachers’ classroom practices (Salo, Nyland, &

Stjernstrøm, 2014). Principals who use these tenets of instructional leadership

Developing and communicating a clear vision about the direction of the

school is one of the critical tasks of an instructional leader. Principals are