Instructional Leadership in the Implementation of National Mathematics Program

This qualitative case study investigated the role of instructional leadership in the implementation of the Philippine National Mathematics Program (NMP) in three elementary schools—one urban, two rural. Employing a semi-structured interviews, recordings and thematic analysis, the study explored how leadership approaches influenced teacher practices, student outcomes, and overall program effectiveness. Findings revealed a strong correlation between effective instructional leadership (fostering continuous improvement, providing support, creating supportive learning environments) and improved student engagement, confidence, and numeracy skills. However, significant challenges emerged, particularly in resource-constrained rural settings, highlighting the need for equitable resource allocation and context-specific strategies. The COVID-19 pandemic further exacerbated existing learning gaps. The study recommends targeted professional development, supportive learning environments, and equitable resource distribution to enhance NMP implementation and improve mathematics education in the Philippines. Further research with a larger sample is needed to generalize findings and explore the long-term impacts of the NMP.