Instructional Leadership Practices of School Heads and Their Influence on Teacher Motivation in Public Secondary Schools

In rural Philippine schools where numerous challenges often hinder instructional performance, strong instructional leadership practices become essential in fostering teacher motivation and professional growth. This mixed-method study examined the instructional leadership practices of public-school heads in Sta. Magdalena, Philippines, and their influence on teachers’ motivation and development, guided by the Philippine Professional Standards for School Heads (PPSSH). Quantitative data from 30 teachers showed that school heads consistently implemented key practices, with “Managing the Instructional Program” (4.25) and “Setting a Clear Vision for Learning” (4.21) identified as their strongest areas, while “Strategic Resource Allocation” (3.70) emerged as the primary area needing improvement. Thematic analysis of qualitative responses highlighted six core perceptions of leadership effectiveness: mentorship-oriented leadership, promotion of lifelong learning, encouragement of innovation, a collaborative school culture, transformational leadership, and the need for more consistent instructional supervision. Supportive leadership characterized by autonomy, competence-building, and strong connections was found to significantly enhance teacher motivation, confidence, and growth. Nevertheless, challenges like heavy administrative responsibilities, limited resources, and restricted opportunities for professional development for both school heads and teachers were identified as significant obstacles to effective leadership. Overall, the findings indicate that instructional leadership contributes indirectly to student learning by enhancing teachers’ skills and classroom practices. The study recommends structured mentoring, professional learning communities, distributed leadership, and reduced administrative burdens as strategies to enhance leadership effectiveness and support school improvement in disadvantaged Philippine contexts.