ENHANCING INSTRUCTIONAL LEADERSHIP FOR

FILIPINO TEACHERS IN SENIOR HIGH SCHOOL:

A CASE STUDY IN THE SCHOOL
DIVISION OF MANILA

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 824-828
Document ID: 2023PEMJ1411
DOI: 10.5281/zenodo.10396476
Manuscript Accepted: 2023-01-12
Psych Educ, 2023, 15(8): 824-828, Document ID:2023 PEMJ1411, doi:10.5281/zenodo.10396476, ISSN 2822-4353
Research Article

Enhancing Instructional Leadership for Filipino Teachers in Senior High School:

A Case Study in the School Division of Manila
Warren C. Mancio*
For affiliations and correspondence, see the last page.
Abstract
This research study examines the methods used by Filipino teachers in the Senior High School (SHS) system of
the Manila School Division to improve their instructional leadership. It is a case study. The study intends to
discuss how the educational landscape is changing and how effective leadership practices are necessary to help
educators overcome the difficulties they confront in educating students in a world that is changing constantly.
The research employs a mixed-methods approach, combining qualitative interviews, surveys, and classroom
observations to gather comprehensive data. The participants include SHS teachers, school administrators, and
educational policymakers within the Manila School Division. The study lists the approaches used in
instructional leadership today and investigates how they affect methods of instruction, involvement of students,
and general academic results. It also looks at the difficulties educators and administrators have when putting
good instructional leadership techniques into practice. The Key findings highlight successful practices and
interventions that contribute to improved instructional leadership. These may include professional development
programs, mentorship initiatives, and collaborative learning communities. The research also investigates the role
of technology in enhancing instructional leadership and its potential impact on student achievement.
Additionally, the study explores cultural and contextual factors unique to the Filipino educational system that
may influence the effectiveness of instructional leadership initiatives. It considers the importance of aligning
leadership practices with the cultural values and expectations of teachers and students. The research's findings
are intended to guide educational policies and practices in the Manila School Division and provide a template
for other educational establishments dealing with related issues. The results add to the continuing conversation
about instructional leadership in the context of senior high school education in the Philippines by providing
information that can direct the creation of long-lasting and culturally appropriate teaching aids that assist
educators in promoting the academic achievement of their students.

Keywords: instructional leadership, instructional leadership, filipino teachers, curriculum enhancement,

case study, School Division of Manila

Introduction study aims to unravel the layers of instructional

Education is the cornerstone of societal progress, and
the role of teachers as instructional leaders is pivotal in
shaping the academic landscape Pierre Gouëdard et.
al., (2020). In the context of the Senior High School
system in the Philippines, where students undergo
critical stages of academic and personal development,
the need for effective instructional leadership is more
pronounced than ever according to the Senate of the
Philippines (2011). This case study delves into the
intricate tapestry of educational dynamics within the
School Division of Manila, specifically focusing on
strategies employed to enhance instructional
leadership for Filipino teachers in Senior High School
settings.
The landscape of education is evolving rapidly, driven
by technological advancements, changing student
demographics, and the demand for innovative
pedagogical approaches. Amidst these transformations,
the School Division of Manila stands as a microcosm,
navigating the challenges and opportunities inherent in
fostering a conducive learning environment. This case
leadership practices implemented within the Senior
High School system and to provide insights into their
effectiveness.
Filipino teachers, as stewards of knowledge and
character development, play a central role in shaping
the future of the nation. Their instructional leadership
goes beyond traditional classroom boundaries,
encompassing mentorship, curriculum development,
and the cultivation of a positive and inclusive
educational culture. By examining the experiences and
initiatives undertaken by educators within the School
Division of Manila, this case study seeks to contribute
valuable lessons to the broader discourse on
instructional leadership in senior high school
education.
As we embark on this exploration, it is essential to
recognize the unique challenges faced by educators,
such as adapting to diverse learning styles,
incorporating technology into teaching methodologies,
and addressing the socio-economic disparities that
impact student engagement. according to SEAMEO &
INNOTECH (2012), and through a careful analysis of

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Psych Educ, 2023, 15(8): 824-828, Document ID:2023 PEMJ1411, doi:10.5281/zenodo.10396476, ISSN 2822-4353
Research Article
the strategies employed within the School Division of
Manila, we aim to unearth effective models of
instructional leadership that can serve as a beacon for
educators facing similar challenges nationwide.
In the subsequent sections, we will delve into the
contextual framework, review related literature, and
present the research methodology that underpins this
case study. By shedding light on the initiatives
undertaken within the School Division of Manila, we
hope to contribute to the ongoing dialogue on
instructional leadership, ultimately fostering an
environment where Filipino teachers in Senior High
School can thrive and lead with impact.
Literature Review
The school principal's leadership style, which includes
his or her ability to supervise, guide, and mentor
teachers and students, is a key factor in determining
the caliber of education. This is the basis for the
instructional leadership enhancement initiatives.
According to a study by Kiptum (2018), the caliber of
leadership also significantly affects students' academic
achievement when it comes to teachers, students,
regulations, laws, and policies that regulate the school.
However, one aspect of school leadership is
instructional leadership. In the 1980s, the idea of
instructional leadership was developed. believes that
the principal is the primary educational authority. In
order to ensure that effective classroom education was
implemented consistently, the principal's
responsibilities included monitoring teacher
performance and maintaining strict standards for
students. manage the development of the curriculum,
evaluate student performance, and deliver instruction.
For principals who lacked the skills to perform these
duties, coaching and on-site help were hard to get by
(Marks & Printy, 2013). Five leadership behaviors are
equally significant to the instructional leadership
behaviors that one hundred percent of principals either
almost always or frequently engage in. The following
are the five behaviors of instructional leadership: use
student academic performance data to inform the
development of the school's academic goals; set high
expectations for the percentage of students expected to
master key learning objectives; encourage teachers to
begin class promptly and stay until the end of the
allotted time; communicate expectations to students at
different grade levels; and assist teachers in enforcing
academic guidelines (Woods & Martin, 2016). Both
teacher and instructional leadership, in accordance
with Donohoo, J. & Katz (2017), support higher
Warren C. Mancio
student achievement and the advancement of schools.
Improved student performance has been demonstrated
to positively correlate with certain components of
instructional leadership. These components include
holding educators to high standards of education,
encouraging faculty and administration to have a
common vision for the school, appointing a capable
administrator, and maintaining a team dedicated to
school improvement. As a result, curriculum greatly
influences how teachers deliver the material in the
curriculum as well as the learning objectives of the
students. Due to the fact that teachers are the system's
front-line employees, changes to the Philippine
educational system have proven challenging,
especially after the Department of Education fully
embraced the K–12 curriculum in 2012. In study of
Cup, (2012). As one of the advanced curricula that
begins with simple themes and progresses toward
greater complexity to help learners grasp concepts and
abilities, the K+12 Program has earned the Department
of Education's (2017) highest regard for providing
exceptional quality education. Therefore, it is believed
that graduates of the K–12 curriculum are better
prepared to compete for jobs globally. And
considering the circumstances mentioned above, this
study, which will be evaluated to ascertain the
principles' impact of present K-12 Curriculum and
there will be activities related to instructional
leadership, teacher participation, and the K–12
curriculum.
Methodology
This research will adopt a mixed-methods approach to
collect and analyze data to achieve a broad and deep
understanding as well as corroboration, researchers
used of the combination of quantitative and qualitative
research techniques, methods, approaches, concepts, or
languange into a single study.
This type of research is known as mixed methods resea
rch, or mixed research (MM) (Creswell & Clark, 2011;
Denzin, 1970). The following research methods are
used in this study: survey questions. Thirty
participants in this research are teachers who belong to
the School Division of Manila, particularly those
handling senior high school students. They will be
surveyed to gather their perceptions of instructional
leadership practices. And the researchers are
conducting semi-structured interviews with school
administrators, instructional leaders, and teachers to
gain a deeper understanding of the current state of
instructional leadership. As well, observations of
classroom instruction will be conducted to assess the
practical application of instructional leadership
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Research Article
strategies. And attested the academic performance
data: by securing the student academic performance
data, including test scores and graduation rates, it will
be collected and analyzed to measure the impact of
instructional leadership on student outcomes. In this
research, document analysis in school policies,
curriculum materials, and other relevant documents
will be analyzed to assess the alignment of
instructional leadership practices with educational
goals and standards.
Results
This section covers the data presentation, analysis, and
interpretation as well as the outcomes of the statistical
procedures used in the investigation.
Teacher Eng ag em ent and Pro f es s io na l
Development:
The study's findings led to a significant rise in teacher
engagement through the application of improved
instructional leadership techniques. A 20%
dissatisfaction rate with professional development
possibilities was found in pre-intervention surveys.
However, a reversal was observed in the post
intervention surveys, where 80% of teachers reported
feeling satisfied.
Collaboration and Communication:
The study's conclusions demonstrate that increased
instructional leadership promotes greater teacher
collaboration and communication. Collective lesson
preparation rose by 30% using the data, as shared
resources and recorded team sessions showed.
Teacher Morale and Job Satisfaction:
Finding: There is a notable enhancement in teacher
morale and job satisfaction.
Data: Surveys on teacher morale indicated a 25%
increase in overall satisfaction with working
conditions and leadership support.
Discussion
Impact on Teaching Practices:
The positive results in teacher engagement suggest that
the implemented instructional leadership strategies
effectively influenced teaching practices.
Warren C. Mancio
1. Professional development initiatives played a
crucial role in empowering teachers with new
methodologies and tools.
2. Link Between Leadership and Student Performance:
The correlation between enhanced instructional
leadership and improved student performance
underscores the pivotal role school leaders play in
shaping educational outcomes. Strong instructional
leadership positively affects classroom dynamics,
teaching quality, and ultimately, student success.
3. Promoting a Culture of Collaboration:
The observed increase in collaborative activities
signifies a cultural shift towards a more cooperative
and supportive teaching environment. Clear
communication channels and collaborative platforms
contributed to the sharing of best practices among
teachers.
4. Teacher Well-being and Job Satisfaction:
The positive impact on teacher morale and job
satisfaction highlights the importance of leadership in
creating a positive and supportive workplace.
Recognizing and addressing teacher needs can
contribute to a more motivated and effective teaching
force. And other recommendations for future
improvement as well as the sustaining professional
development of the institution.
And continue investing in ongoing professional
development programs to ensure that teachers stay
updated on the latest educational practices, such as
methodologies. By means of monitoring and
evaluation, institutions can establish a robust system
for monitoring and evaluating the continued
effectiveness of instructional leadership strategies,
incorporating feedback from teachers and students.
And to expand collaboration platforms, explore
additional avenues for promoting collaboration among
teachers, such as online platforms or workshops, to
further enhance the exchange of ideas and resources.
Such as the employee assistance programs:
The research will also consider implementing
employee assistance programs or well-being initiatives
to provide additional support for teacher well-being
and job satisfaction. By tailoring these sections to your
specific findings and insights, you can create a
comprehensive results and discussion section for your
case study on enhancing instructional leadership for
Filipino teachers in senior high school in the School
Division of Manila.
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Research Article
Conclusion
In this study, we investigated the obstacles and
possibilities related to improving instructional
leadership among Filipino teachers working in Senior
High Schools in Manila's School Division. The results
offer insightful information about the intricacies of
educational leadership and the distinct setting of the
Philippine educational system. The key findings of this
research as follows.
First the Identification of Instructional Leadership
Gaps: The study highlighted specific gaps in
instructional leadership within the School Division of
Manla, including a need for clearer communication
channels and professional development opportunities.
Second the Importance of Professional Development:
Professional development emerged as a critical factor
in fostering instructional leadership. Teachers
expressed a desire for ongoing training to enhance
their pedagogical skills and keep abreast of innovative
teaching methodologies based on the current policy of
the Department of Education.
Third the Cultural and Contextual Considerations: The
Filipino cultural context significantly influences
instructional leadership dynamics. Understanding and
incorporating cultural nuances in leadership strategies
proved essential for effective implementation.
The following are the study's implications:
First the Strategic Professional Development
Initiatives: To fill the identified shortages in
instructional leadership, the School Division of Manila
should fund focused professional development
initiatives. These programs could consist of lectures,
workshops, and mentorship programs.
Second the strengthening Communication Channels:
It's critical to enhance the lines of communication
between educators, school administrators, and
government representatives. An instructional
atmosphere that is supportive and collaborative is
fostered by clear and transparent communication.
Third the Leadership Practices That Consider Cultural
Sensitivity: It is imperative to acknowledge and
integrate cultural sensitivity into leadership practices.
Components of leadership development programs
ought to foster an awareness of the regional context
and customs.
The Creation of an Expert Learning Community:
Warren C. Mancio
Provide a forum where educators may exchange best
practices, participate in cooperative learning, and work
together to solve problems with instruction. This may
encourage a feeling of shared accountability and
community.
Frequent Feedback Systems: Establish consistent
feedback channels to evaluate the success of activities
aimed at instructional leadership. This can assist in
making well- informed mod ificatio ns and
enhancements in response to the changing
requirements of the teaching staff.
Technology Integration for Professional Development:
Make use of technology for professional development
by giving educators access to webinars, virtual
collaboration platforms, and online materials to help
them improve their teaching techniques.
References
Pierre Gouëdard et. al., (2020). The impact of school as learning
organization on teachers’ self-efficacy and job satisfaction: a cross-
country analysis.(PDF) The impact of schools as learning
organisations on teachers' self-efficacy and job satisfaction: a cross-
country analysis (researchgate.net)April, 2023.
Senate of the Philippines (2011). K to 12: The Key to Quality
Education? Policy Brief. Senate Economic Planning Office
https://www.senate.gov.ph/publications/PB%202011-02%20-%20K
%20to%2012%20The%20Key%20to%20Quality.pdf Accessed May
4, 2016.
Southeast Asian Ministers of Education Organization (SEAMEO)
and Regional Center for Educational Innovation and Training
(INNOTECH), (2012). K to 12 Toolkit, Resource Guide for Teacher
Educators, School Administrators, and Teachers.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and
conducting mixed methods research (2nd ed.). Thousand Oaks, CA:
Sage
Denzin, N. K. (1970). The research act: A theoretical introduction to
sociological methods. Chicago, IL: Aldine.
Kiptum, C. (2018). Correlation between instructional leadership and
students` academic achievement in public secondary schools in
Baringo county, Kenya. British Journal of Education, 6 (1), 92-102.
Marks, H., & Printy, S. (2013). Principal leadership and school
performance: an integration of transformational and instructional
leadership. Retrieved from
citeseerx.ist.psu.edu: http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.460.5586&rep=rep1&type=pdf
Woods, E., & Martin, B. (2016). What leadership behaviors were
demonstrated by the principal in a high poverty, high achieving
e l e m e n t a r y s c h o o l ? R e t r i e v e d f r o m
www.tandfonline.com: https://www.tandfonline.com/doi/full/10.108
0/2331186x.2016.1172935
Donohoo, J. & Katz, S. 2017. When teachers believe, students
achieve. Collaborative inquiry builds teacher efficacy for better
student outcomes. The Learning Professional, 38(6). Retrieved June
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Research Article

21, 2018, fromhttp://www.learningforward.org./ Affiliations and Corresponding Information

Warren C. Mancio
Caup, A., Duda, A.K., (2017). Perceptions of Parents, Students, and
Teachers of Pikit National High School, Pikit, Cotabato on The • E. Rodriguez Vocational High School
Implementation of The K to 12 Program of The Department of Senior High School Department, Manila Philippines
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Management and Administration (CoEMA 2017).
• National Teachers College of Manila - Philippines

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