School Administrators’ Roles and Practices in Enhancing Teachers’ Instructional Leadership Capacity

Instructional leadership is pivotal in enhancing teaching quality and student outcomes. School administrators influence this capacity by shaping professional environments through transformational roles and instructional practices such as mentoring, coaching, and collaborative decision-making. Understanding the extent of their influence is vital in fostering empowered and effective teacher-leaders. This study employed a quantitative correlational research design to examine the influence of school administrators’ roles and practices on teachers’ instructional leadership capacity. A total of 168 public school teachers from selected schools in the Division of Iligan City participated. Data were gathered using a structured survey questionnaire measuring administrators’ roles, practices, and teachers’ leadership capacity using a five-point Likert scale. The data were analyzed using mean, standard deviation, Spearman rho, and Pearson r. Findings revealed that school administrators demonstrate a high level of transformational leadership and instructional practices. Likewise, teachers exhibited a high level of instructional leadership capacity in shared decision-making, collaboration, empowerment, and leadership distribution. However, no significant relationship was found between administrators’ roles and practices and teachers’ instructional leadership capacity, suggesting that other factors may be at play. The study concludes that while both school administrators and teachers are performing well individually, leadership strategies of administrators may not directly influence the instructional leadership growth of teachers. This indicates the need for alternative engagement strategies, policy enhancements, and further investigation into other influencing factors such as school culture or professional development systems.