Saint Vincent College

School Heads’ Instructional Practices Survey

 Introduction
Effective instructional leadership plays a pivotal role in shaping the
quality of education and the overall learning experience within educational
institutions. School heads, as instructional leaders, are tasked with
responsibility of guiding, supporting, and empowering teachers to deliver high-
quality instruction that meets the diverse needs of students. Given the critical
impact that instructional leadership practices have on teaching effectiveness
and student learning outcomes, it becomes imperative to delve into these
practices and understand their nuances.
The purpose of this survey is to investigate the instructional leadership
practices employed by school heads and the challenges they face in
implementing these practices effectively. By exploring the most commonly
used instructional practices, identifying key obstacles encountered, and
examining the perceived impacts on teacher effectiveness and student
learning outcomes, we aim to gain valuable insights that can inform strategies
for enhancing instructional leadership in educational settings.

Rationale for the survey:

1. Quality of Education: Instructional leadership directly influences the
quality of education provided to students. Understanding effective
practices can lead to improvements in teaching methodologies and
curriculum delivery.
2. Teacher Empowerment: Effective instructional leaders empower
teachers by providing them with the necessary support, resources, and
guidance to excel in their roles ultimately benefiting student learning.
3. Student Achievement: Strong instructional leadership positively
correlates with improved student achievement and academic
outcomes. Examining these practices can contribute to fostering a
conducive learning environment.
4. Challenges and Opportunities: Identifying challenges faced by school
heads in implementing instructional practices can lead to targeted
interventions and strategies to overcome obstacles, thus enhancing
overall performance.
5. Professional Development: insights gained from this survey can inform
the development of tailored professional development programs for
school leaders, aimed at enhancing their instructional leadership
capabilities.
By conducting this survey and analyzing the data collected, the researcher
seeks to contribute to the future studies on effective instructional leadership
practices, with the ultimate goal of promoting excellence in teaching and
learning outcomes across educational institutions.
Survey Focus:
This survey aims to answer the following questions:
1. What are the most commonly used instructional leadership practices
among school heads?
2. What challenges do school heads face in implementing effective
instructional leadership practices?
3. How do school heads’ instructional practices impact teacher
effectiveness and student learning outcomes?
4. What are the opinions of the school heads about implementing
instruction leadership practices?

Theoretical Framework
Transformational Leadership Theory:
The researcher believed that this survey is anchored with the
Transformational Leadership Theory of Bass B. M. and Avolio B. J. (1985).
This theory is commonly applied in educational leadership contexts and
emphasizes the role of leaders in inspiring, motivating, and transforming
individual and organizations.
1. Conceptualization of Instructional Leadership:
1.1 Define instructional leadership as the ability of school heads to
guide, support, and empower teachers in delivering high-quality
instruction that fosters student learning and achievement.
1.2 Emphasize the role of school heads in setting a vision for
instructional improvement, promoting collaboration among teachers,
and creating a positive school culture conducive to effective teaching
and learning.
2. Key Components of Transformational Leadership:

2.1 Idealized influence: School heads serve as role models and inspire
trust and admiration among teachers through their vision, values, and
ethical behavior.

2.2 Inspirational Motivation: School heads motivate and inspire

teachers by communicating a compelling vision of educational
excellence and fostering a sense of purpose and enthusiasm.
2.3 Intellectual Stimulation: School heads encourage innovation, critical
thinking, and continuous improvement by challenging teachers to think
creatively and explore new instructional strategies.
 2.4 Individualized Consideration: School heads provide personalized
support, mentorship, and professional development opportunities
tailored to the needs and strength of individual teachers.
3. Application to Instructional Leadership Practices:
3.1 Regular Classroom Observations and Feedback: Transformational
leaders actively engage in observing classrooms, providing
constructive feedback, and modeling effective teaching practices.
3.2 Collaboration and Professional Development: Transformational
leaders promote collaboration among teachers, facilitate professional
learning communities, and provide ongoing professional development
opportunities.
3.3 Alignment with Curriculum and Assessment: Transformational
leaders ensure alignment between curriculum standards, instructional
practices, and assessment methods to support student learning and
achievement.
3.4 Promotion of Positive School Culture: Transformational leaders
foster a positive school culture characterized by trust, collaboration,
shared vision, and a focus on continuous improvement.
4. Expected Outcomes:
4.1 Enhanced Teacher Effectiveness: Through transformational
leadership practices, school heads are expected to enhance teacher
effectiveness by providing support, feedback, and professional
development aligned with instructional goals.
4.2 Improved Student Learning Outcomes: Transformational leadership
practices are hypothesized to positively impact student learning
outcomes by creating a conducive learning environment, promoting
high-quality instruction, and fostering a culture of academic excellence.
By framing this survey within the context of Transformational Leadership
Theory, the researcher can provide a solid theoretical foundation for
understanding and analyzing instructional leadership practices among school
heads and their potential impact on teacher effectiveness and student
learning outcomes.
 Review of Related Literatures

Instructional Leadership Practices among School Heads

Instructional leadership plays a crucial role in the success of schools
and student achievement. Various studies have explored the impact of
instructional leadership practices on school improvement and student
outcomes. One key aspect of instructional leadership is the role of the school
principal. Research by Leithwood, et al. (2004) highlighted the importance of
principals as instructional leaders who set a clear vision for learning, monitor
teaching practices, and provide feedback and support to teachers. Principals
who prioritize instructional leadership are more likely to create a positive
school climate and support teachers in implementing effective instructional
practices. Accordingly, effective educational leadership involves a multifaceted
approach to supporting teacher growth and enhancing student learning
outcomes. Stronge et al. (2008) underscore the importance of conducting
regular classroom observations and providing constructive feedback to
teachers to improve instructional practices. In addition, collaborating with
teachers to develop and implement instructional strategies, as highlighted by
Vescio et al. (2008), fosters a culture of sharing best practices and enhancing
teaching approaches. Darling-Hammond et al. (2017) also emphasized the
significance of providing ongoing professional development opportunities
tailored to teachers' needs to enhance their skills and knowledge. Moreover,
ensuring alignment between curriculum standards and classroom instruction,
as discussed by Wragg and Haynes (2018), is crucial for promoting
meaningful learning experiences. Meanwhile, monitoring and assessing
student learning outcomes, as advocated by Black and Wiliam (1998),
through formative assessment practices can also lead to improved
understanding and academic achievement. Furthermore, Leithwood et al.
(2008) stress the role of school leaders in promoting a positive school culture
that supports effective instruction, highlighting how a collaborative and
supportive environment can enhance teacher morale and motivation.
Collectively, these literatures emphasize the importance of comprehensive
strategies that encompass observation, collaboration, professional
development, curriculum alignment, assessment, and school culture to drive
continuous improvement in teaching and learning experiences.

Challenges Do School Heads Face in Implementing Effective

Instructional Leadership Practices

In the study "Linking Leadership to Student Learning" conducted by

Leithwood and Jantzi in 2008, the authors investigated the impact of
instructional leadership on student achievement in schools. They highlighted
the challenges school leaders face in implementing effective instructional
leadership practices, including the complexity of the role, resistance to change
within schools, and time constraints. The study emphasized the importance of
addressing these challenges to enhance the effectiveness of instructional
leadership in improving teaching and learning outcomes. Accordingly,
implementing effective instructional leadership practices presents various
challenges that educational leaders must navigate to drive positive change in
schools. Also, limited time and resources often constrain leaders,
necessitating a strategic approach to prioritize tasks that have the most
significant impact on student learning outcomes (Robinson, Hohepa, & Lloyd,
2009). Additionally, resistance to change from teachers and staff can impede
progress, highlighting the importance of including stakeholders in the change
process to reduce resistance and cultivate a culture of collaboration (Fullan,
2007). Moreover, building strong relationships with stakeholders, such as
parents, community members, and school board officials, is crucial for gaining
support and buy-in for instructional leadership initiatives (Hallinger & Heck,
1996). Additionally, managing competing priorities and responsibilities
requires leaders to embrace distributed leadership practices, distributing tasks
among team members to effectively balance strategic decision-making and
operational tasks (Sergiovanni, 1999). Lastly, staying abreast of current
educational trends and research is essential for instructional leaders to inform
their practices with evidence-based strategies, underscoring the significance
of ongoing professional development and learning (Marzano, Waters, &
McNulty, 2005). By addressing these challenges proactively and employing
the strategies outlined in the literature, instructional leaders can foster a
culture of continuous improvement and drive positive outcomes for student
success.

School Heads' instructional Practices Impact Teacher

Effectiveness and Student Learning Outcomes

As mentioned above, education is a multifaceted field where various

components interact to shape student learning outcomes. One crucial aspect
is the instructional practices of school heads, which have been identified as a
significant factor influencing both teacher effectiveness and student
achievement. In their research, Leithwood and Riehl (2003) emphasized that
effective school leaders prioritize instructional matters, set high academic
expectations, and provide support for teachers to improve their instructional
practices. This kind of leadership directly impacts teacher effectiveness and,
in turn, influences student achievement. Meanwhile, Hallinger and Murphy
(1985) have also shown that when school heads demonstrate supportive and
collaborative behaviors towards teachers, it enhances teacher morale and job
satisfaction. Accordingly, this positive relationship can lead to improved
teacher effectiveness, ultimately benefiting student learning outcomes.
Robinson, Lloyd, and Rowe (2008) also found that when school heads
provide regular feedback, professional development opportunities, and model
best practices, teachers are more likely to improve their instructional methods,
leading to an increase in both teacher effectiveness and student achievement.
In addition, Marzano (2003) emphasized also the pivotal role of school
leaders in creating a supportive environment that fosters effective teaching
practices. When school heads prioritize instructional leadership and provide
resources for teachers to excel, it positively impacts student learning
outcomes such as academic achievement, motivation, and engagement.
However, Spillane (2006) highlighted the complexities of instructional
leadership, underscoring the need for school heads to balance multiple
responsibilities. Overcoming these challenges requires a deep understanding
of instructional strategies, ongoing professional development, and a
collaborative approach with teachers. For future research directions, it is
imperative to conduct longitudinal studies that examine the sustained effects
of instructional leadership on teacher effectiveness and student learning
outcomes. Exploring the role of technology in enhancing instructional
practices and communication between school heads and teachers could also
provide valuable insights for enhancing educational outcomes. The literature
reviewed underscores the significant impact of school heads' instructional
practices on teachers' effectiveness and student learning outcomes. By
providing instructional leadership, fostering positive relationships with
teachers, and prioritizing professional development, school heads can create
an environment conducive to continuous improvement in teaching and
learning. Understanding these dynamics is essential for building successful
educational institutions that prioritize both teacher growth and student
success.

Methodology

This study aims to assess the instructional practices of five school

heads in Zamboanga Sibugay through a survey questionnaire. The sample
will consist of five school heads selected from different schools in the division
to ensure a diverse representation. The survey questionnaire will be designed
to gather information on various aspects of instructional practices, including
teaching methodologies, curriculum implementation, assessment strategies,
and professional development initiatives. Prior to administration, the
questionnaire will undergo pilot testing with a small group of school heads to
identify and address any issues with clarity, wording, or length. Data collection
will be conducted either through online platforms or in-person interviews,
depending on the participants' preference and accessibility. The survey
responses will then be analyzed using quantitative methods, such as
descriptive statistics, to identify common trends and patterns in instructional
practices among the school heads. Ethical considerations will be carefully
observed throughout the survey process, including obtaining informed
consent from participants and ensuring the confidentiality of their responses.
Finally, the findings of the survey will be compiled into a comprehensive
report, which will include an overview of the survey methodology, a summary
of key findings, and recommendations for improving instructional practices
among school heads. Through this methodology, valuable insights into the
instructional practices of school heads in the division can be gained,
contributing to the enhancement of educational quality and effectiveness.

Results and Discussion

This part of the survey presents the data in graphical forms, analyzes
and interprets the results. The presentation, analysis and interpretation of the
data, which are presented hereto, are arranged in accordance with the basic
demographic data of the respondents and the order of the survey focus
questions.

Demographic Data
Graph 1

Graph 2
Graph number 1 shows that 100% of the respondents are school
head/principal in their educational setting, while there are no respondents
saying he/she has the role of assistant school principal.
 Moreover Graph 2 shows 3 out of 5 respondents saying that they are 7
or more years being a school head/Principal obtaining 60 percent of the
respondents while 2 respondents saying that they are having 4-6 years of
being a school head/principal obtaining 40 percent of the total respondents.
Analysis of demographic data indicates that all respondents occupy the
role of school heads/principal, with a significant majority possessing seven or
more years of professional experience in the field.

Focus Question No. 1

Graph 3

Graph 3 shows that all school heads are claiming that the most
commonly used instructional leadership practices in their school are
Conducting regular classroom observations and providing feedback to
teachers, Collaborating with teachers to develop and implement instructional
strategies, Providing professional development opportunities for teachers,
Ensuring alignment between curriculum standards and classroom instruction,
Monitoring and assessing student learning outcomes, and Promoting a
positive school culture that supports effective instruction, obtaining a 100
percent responses from the total of 5 respondents. On the other hand, one
respondent also added that conducting meeting and open forum with
teachers for school activities and leading and guiding teacher’s activity in
school are also a significant instructional practice in their school obtaining 20
percent of response. Moreover, another school head also added that
engaging stakeholder/parents with school vision is also a common
instructional practice in their school contributing 20 percent of response from
the survey focus question number one. The result of data interpretation from
the focus question number 1 is anchored with the idea from Stronge et al.
(2008) claiming that the importance of conducting regular classroom
observations and providing constructive feedback to teachers to improve
instructional practices. This idea also supported by Leithwood, et al. (2004)
highlighted the importance of principals as instructional leaders who set a
clear vision for learning, monitor teaching practices, and provide feedback and
support to teachers.

Focus Question no. 2

Graph 4

Graph 4 shows that limited time and resources and keeping up with
current educational trends and research are the common challenges that the
school heads face in implementing effective instructional leadership practices
obtaining 80 percent of total responses. Additionally, 3 out of 5 school heads
also saying that resistance to change from teachers to staff is another
challenge they have face in implementing effective instructional leadership
practices obtaining 60 percent of the total responses. Meanwhile, 2 school
heads or 40 percent of the total respondents claiming that they also encounter
challenges such as Lack of support or buy-in from stakeholders (parents,
community, school board, etc.) and managing competing priorities and
responsibilities. However, there is only one school head saying that keeping
up with current educational trends and research gaining 20 percent from the
total responses and also added that it is also a challenge in implementing
effective instructional leadership practices when teachers are not fully
engaging and limited idea about the integration technology in teaching. This
result of this data interpretation is corroborated with the idea from (Robinson,
Hohepa, & Lloyd, 2009) saying that limited time and resources often constrain
leaders. In addition, the result also shows that technology integration is not
much a challenge towards school heads in implementing instructional
practices, it is corroborated also to the idea of Spillane (2006), in his idea on
exploring the role of technology in education. Accordingly, technology was
enhancing instructional practices and communication between school heads
and teachers could also provide valuable insights for enhancing educational
outcomes.

Focus Question No. 3

1. How do school heads’ instructional practices impact teacher effectiveness

and student learning outcomes?

Graph 5

Graph 6
 Graph 5 and 6 focus on determining how do school heads’ instructional
leadership practices impact teachers’ effectiveness and student learning
outcomes. The graphs shows that all school heads or 100 percent of the
respondents saying that school heads’ instructional leadership practices
significantly improve teacher effectiveness and learning outcomes. The result
as indicated is evident that instructional leadership practices among school
heads can significantly impact teacher effectiveness in doing their task and
also improve the learner’s overall performance. This claim is corroborated
with the idea from Robinson, Lloyd, and Rowe (2008), accordingly when
school heads provide regular feedback, professional development
opportunities, and model best practices, teachers are more likely to improve
their instructional methods, leading to an increase in both teacher
effectiveness and student achievement.

Focus Question No. 4

The tabular presentation, analysis and interpretation of the data, which

are presented hereto, is focus on question number 4 of this survey by
considering only 4 out 5 respondents shared their inputs on instructional
leadership practices.

4. What are the opinions of the school heads about implementing instruction
leadership practices?

Table 1
Name Description

Question Number 4 What are the opinions of the school heads in implementing
instructional leadership practices?
Respondent 1 A school head with 7 or more years’ experience as a leader.

Effective I think as an effective instructional leader, you must see to it

instructional the different aspects, which, the environment and the school
leadership must safe and conducive, enhancing teachers and learner' s
practice skills and abilities, and promoting respect with the
stakeholder/parents and the community.

Table 1 shows the effective instructional leadership practice of a school

head as main theme, the respondent with 7 or more years’ experience as a
school head underscores the pivotal role of an effective instructional leader in
ensuring a safe and conducive environment within the school. The result
shows that the respondent stress the importance of this environment in
fostering both teaching and learning. Furthermore, the respondent highlights
the leader’s responsibility in enhancing the skills and abilities of teachers and
learners, thereby contributing to overall academic development. Additionally,
the respondent emphasizes the significance of promoting respect among all
stakeholders, including parents and the wider community, as integral to
successful educational outcomes.
Table 2
Name Description
Question Number 4 What are the opinions of the school heads in implementing
instructional leadership practices?
Respondent 2 A school head with 7 or more years’ experience as a leader
Appreciative Instructional -Value and appreciate teachers and learners’ differences,
leadership practice, abilities and perspective
efficient instructional - Provide resources, tools and guidance help them success
leadership practice, goal - -Set your goals clearly and Implementing sessions that
oriented instructional provide learning about updated system and society
leadership practice demands.
-Acknowledge and rewards achievements

Name Description
Question Number 4 What are the opinions of the school heads in implementing
instructional leadership practices?
Respondent 3 A school head with 4 - 6 years’ experience as leader.
Collaborative Collaborative learning with teachers - In providing Technical
instructional Assistance to the teachers, consider every situation affecting
leadership the low performance of the learner, then have an agreement
practice with the teachers, amicably to solve some issues and concerns
in improving the educative aspects of the learners.
Table 2 shows that the respondent’s insights into opinions of school heads
regarding instructional leadership practices reveal a comprehensive approach
focused on four key themes. Firstly, there is a strong emphasis on valuing and
appreciating the differences, abilities, and perspectives of both teachers and
learners within the school community. Secondly, the importance of providing
ample resources, tools, and guidance to support the success of teachers and
learners. This signifies a dedication to ensuring that everyone has the
necessary support to thrive. Additionally, there is a clear emphasis on setting
clear goals and facilitating learning opportunities that address updated
systems and societal demands. This proactive approach to professional
development reflects a commitment to staying abreast of evolving educational
trends and fostering continuous growth. Lastly, the recognition and rewarding
of achievements are highlighted as essential practices. This
acknowledgement not only validates the efforts of individuals but also
contributes to a positive and motivating work environment. Overall, these
insights suggest that effective instructional leadership involves embracing
diversity, providing support and professional development, setting clear goals,
and fostering a culture of recognition and achievement within the school
community.
Table 3
Table 3 shows that the respondent begins by mentioning the importance of
collaborative learning with teachers. This indicates a recognition of the value
of teamwork and shared responsibility in the educational process. By
emphasizing collaboration, the respondent likely believes in the power of
collective effort to improve teaching practices and student outcomes. Next,
the respondent discusses the provision of technical assistance to teachers.
This suggests a commitment to supporting teachers in their professional
development and in addressing any challenges they may face in the
classroom. By offering technical assistance, the respondent aims to empower
teachers with the tools and resources they need to succeed. Furthermore, the
respondent emphasizes the importance of considering every situation
affecting the low performance of learners. This indicates a thoughtful and
proactive approach to addressing student needs. By taking into account the
various factors that may contribute to low performance, the respondent
demonstrates a commitment to addressing the root causes of academic
challenges. Lastly, the respondent highlights the importance of reaching
agreements with teachers to solve issues amicably. This underscores the
significance communication, collaboration, and mutual respect in school
leadership. By seeking consensus and working together with teachers, the
respondent aims to create a supportive and harmonious school environment
conducive to educational improvement.

Table 4
Name Description
Question Number 4 What are the opinions of the school heads in implementing
instructional leadership practices?
Respondent 4 School head with 7 or more years’ experience as a leader.
Balanced Leadership Always consider the good learning outcome of the learners
approach and the welfare of the teachers.

Table 4 shows that the respondent values both the learning outcomes of the
students and the well- being of the teachers. This suggest a balanced
approach to instructional leadership, where the focus is not only on academic
achievements but also on creating supportive environment for educators. This
emphasis on both student success and teacher welfare could indicate a
holistic approach to education management.
 Summary, Findings, Conclusion and Recommendations

Summary
This part of the survey presents the summary of the study, the findings
of each focused question and recommendations based on the data gathered
and analyzed.

This survey aims to determine the instructional practices among 5

school heads in the schools’ division of Zamboanga Sibugay. Specifically, this
survey sought answers to the following focus questions.
1.What are the most commonly used instructional leadership practices
among school heads?
2.What challenges do school heads face in implementing effective
instructional leadership practices?
3.How do school heads’ instructional practices impact teacher
effectiveness and student learning outcomes?
4.What are the opinions of the school heads about implementing
instruction leadership practices?

The following findings were revealed:

1. The most commonly used instructional leadership practices among 5

school heads in Zamboanga Sibugay are Conducting regular classroom
observations and providing feedback to teachers, Collaborating with teachers
to develop and implement instructional strategies, Providing professional
development opportunities for teachers, Ensuring alignment between
curriculum standards and classroom instruction, Monitoring and assessing
student learning outcomes and Promoting a positive school culture that
supports effective instruction by obtaining 100 percent of response among 5
school heads. In addition, 20 percent or 1 out of 5 respondents saying that
conducting meeting and open forum with teachers for school activities and
leading and guiding teacher’s activity in school are also a significant
instructional practice in their school. Lastly, 1 out 5 respondents also saying
that a common instructional leadership practices in school significantly involve
in engaging stakeholders and parents with school vision.
2. Four out of five or 80 percent of the respondents expressed that the
primary challenges faced in implementing the effective instructional leadership
practices in their school are including limited time and resources and difficulty
in keeping up with the latest educational trends and research. In addition, 3
out of 5 or 60 percent of the respondent also saying that resistance to change
from teachers to staff is also a considerable challenge they have faced.
Moreover, there are 2 out of 5 or 40 percent of the respondent saying that
they faced challenges such as lack of support or buy-in from stakeholders
(parents, community, school board, etc.) and managing competing priorities
and responsibilities. Furthermore, 1 out of 5 respondents added that the late
supply of resources and instructional materials considered also as a
challenge for the school head and also another 1 out of 5 respondents
claiming that some teachers are not fully engage and having limited idea
about technology integration in teaching is also a hindrance in implementing
instructional leadership practices within the school.
3. All school heads or 100 percent of the respondent are saying that the
impact of instructional practices significantly improves teacher effectiveness
and learning outcomes within their school of administration.
4. Eighty percent of the respondent provide their opinions about instructional
leadership practices in school. The ideas shared by school heads involve first
the effective instructional leadership practice, claiming that as an effective
instructional leader, you must prioritize a safe and conducive environment,
enhance skills and abilities, and promote respect with stakeholders and the
community. Secondly, a respondent shared four insights regarding
instructional leadership practice which highlight as goal – oriented leadership
approach, these opinions involve value and appreciate teachers and learners’
differences, abilities and perspective, provide resources, tools and guidance
help them success, set your goals clearly and Implementing sessions that
provide learning about updated system and society demands and
acknowledge and rewards achievements. Moreover, a collaborative approach
in instructional leadership practices also being mention by a respondent,
saying that Collaborative learning with teachers - In providing Technical
Assistance to the teachers, consider every situation affecting the low
performance of the learner, then have an agreement with the teachers,
amicably to solve some issues and concerns in improving the educative
aspects of the learners. Lastly, a respondent underscores balanced
leadership in instructional practices, indicate idea as an instructional leader
always consider the good learning outcome of the learners and the welfare of
the teachers.

Conclusions
Based on the findings of the survey, the researchers hereby conclude that:
The most commonly utilized instructional leadership practices among
school heads in Zamboanga Sibugay include regular classroom observations,
collaboration with teachers, providing professional development opportunities,
ensuring curriculum alignment, monitoring student learning outcomes, and
promoting a positive school culture. Other noteworthy practices mentioned are
conducting meetings and open forums with teachers for school activities,
leading and guiding teacher activities, and engaging stakeholders and parents
in the school's vision. However, implementing effective instructional leadership
practices faces several challenges. Limited time and resources, difficulty in
keeping up with educational trends, resistance to change from teachers and
staff, lack of support from stakeholders, and managing competing priorities
are the primary obstacles encountered. Additional challenges mentioned
include the delayed supply of resources and instructional materials, as well as
teachers' limited engagement and understanding of technology integration in
teaching. Nevertheless, all school heads unanimously agree that instructional
practices have a significant impact on teacher effectiveness and learning
outcomes within their respective schools. The opinions shared by the
respondents also highlight the importance of prioritizing a safe and conducive
learning environment, enhancing skills and abilities, collaborating with
teachers, considering individual situations, and maintaining a balance
between student learning outcomes and teacher welfare. These findings
emphasize the need for continuous efforts to strengthen instructional
leadership practices in schools in Zamboanga Sibugay. By addressing the
challenges identified and incorporating the suggested strategies, educational
outcomes can be improved, leading to the overall enhancement of the
educational system in the division.

Recommendations

Based on the findings and conclusions, the following recommendations

are hereby offered:

1. Provide adequate time and resources: School leaders should

advocate for sufficient time and resources to effectively implement
instructional leadership practices. This includes allocating dedicated time
for classroom observations, collaboration, and professional development
activities.
2. Stay updated with educational trends: School heads should
continuously engage in professional development activities to stay
informed about the latest educational trends and pedagogical practices.
 This will enable them to provide effective guidance and support to
teachers.
3. Build a culture of collaboration: School leaders should foster a
collaborative environment by encouraging regular communication and
collaboration among teachers. This can be done through organizing and
facilitating regular meetings, open forums, and professional learning
communities.
4. Engage stakeholders: School leaders should actively involve
stakeholders and parents in the school's vision and decision-making
processes. This can be done through regular communication, parent-
teacher meetings, and involving community members in school activities.
5. Address resistance to change: School leaders should provide support
and guidance to teachers and staff who may be resistant to change.
They can emphasize the benefits of implementing new instructional
practices and provide opportunities for professional learning and growth.
6. Prioritize the provision of instructional materials: Efforts should be
made to ensure a timely and adequate supply of instructional materials
and resources, as well as the integration of technology in teaching and
learning.
7. Promote a balanced approach: School leaders should strive to
maintain a balance between focusing on student learning outcomes and
ensuring teacher welfare. They should support and recognize teachers'
efforts while also holding them accountable for their professional growth
and performance.
8. Promote a safe and conducive learning environment: School leaders
should prioritize creating a safe and conducive learning environment for
both students and teachers. This includes addressing discipline issues,
promoting inclusivity, and providing necessary support services.

Overall, these recommendations aim to enhance instructional leadership

practices in schools in Zamboanga Sibugay, ultimately improving teacher
effectiveness and student learning outcomes. Continuous efforts and support
from school leaders, teachers, stakeholders, and the education system as a
whole are crucial in achieving this goal.
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