Instructional Leadership Support and Professional Growth Among TVL Teachers

This study examined the relationship between instructional leadership support and the professional growth of Technical-Vocational-Livelihood (TVL) teachers in a selected Schools Division. Specifically, it determined the level of instructional leadership support in terms of defining the school mission, managing the instructional program, and promoting a positive learning climate. It also assessed the level of professional growth of TVL teachers in terms of participation in training and development, acquisition and upgrading of competencies, and teaching self-efficacy and confidence. Furthermore, the study investigated whether a significant relationship exists between instructional leadership support and the professional growth of TVL teachers. A descriptive-correlational quantitative research design was employed, involving TVL teachers who were selected through purposive sampling. Data were collected using an adapted-modified survey questionnaire and analyzed using descriptive and inferential statistical tools. The findings revealed that instructional leadership support was consistently perceived at a very high level across its identified dimensions. Likewise, the professional growth of TVL teachers was found to be at a very high level in all measured aspects. Moreover, the study established a significant positive relationship between instructional leadership support and the professional growth of TVL teachers, indicating that effective instructional leadership contributes substantially to teachers' continuous professional development, enhanced competencies, and increased confidence in instructional practice. These findings underscore the vital role of school leaders in fostering supportive learning environments that promote teacher growth and instructional excellence. The study recommends strengthening instructional leadership practices and sustaining professional development initiatives to further enhance the quality of teaching and learning in Technical-Vocational-Livelihood education.