Influence of Instructional Leadership Practices of School Heads on Teachers’ Motivation and Competence

This study determined the leadership practices and their influence on teachers’ motivation and classroom competence of school heads. The study investigated what critical instructional leadership practices school heads exhibited in their current school assignments. It examined how these instructional leadership practices influenced teachers in terms of their motivation and competence. The study explored the factors that contributed to the effectiveness of school heads in their instructional leadership practices, focusing on teachers' motivation and competence. It sought to identify the challenges that school heads encountered in their instructional leadership practices. Finally, the study aimed to propose a district-based training program for school heads to improve their instructional leadership practices. The researcher utilized an explanatory sequential design method to determine the leadership practices and their influence on teachers’ motivation and classroom competence of school heads. The researcher selected respondents from Magallanes, including 14 school heads from elementary schools in Magallanes North District, and used a purposive sampling technique. The instruments used were survey questionnaire and interview questions. It was revealed that the extent of leadership practices among school heads is demonstrated by very high ratings across all indicators. Prioritizing professional development led with a mean of 4.71, followed by collaborating on curriculum and instruction at 4.57, fostering continuous improvement at 4.50, supporting research-based strategies at 4.43, and communicating expectations and feedback at 4.29. Implementing the "Elevate Instructional Leadership" training program could further strengthen leadership skills and improve educational outcomes.