Instructional Leadership and Teaching Competence: A Study of Master Teachers in Dapitan City National High School
DOI:
https://doi.org/10.65150/EP-jmrr/V2E6/2026-07Keywords:
instructional leadership practices, teaching competence, curriculum content and pedagogy, planning assessment and reporting, professional development, Schools Division of Dapitan City, PhilippinesAbstract
This study aimed to determine the instructional leadership practices and teaching competence of teachers in Dapitan City National High School, Schools Division of Dapitan City, during School Year 2025–2026. The respondents of the study were ninety-five (95) respondents from the main campus and extension schools. The study employed a survey descriptive-correlational research design using an adopted questionnaire checklist. Weighted mean, standard deviation, and Spearman rank-order correlation were used in analyzing the data. The teachers’ perceived level of instructional leadership practices was also very high, particularly in personal growth and professional development, planning, assessment, and reporting, and curriculum content and pedagogy. Likewise, their teaching competence was very high in subject matter skills, teaching strategies skills, classroom management skills, and evaluation skills. Results further showed that instructional leadership practices were strongly, positively, and significantly related to teaching competence. It was concluded that teachers who demonstrate stronger instructional leadership practices also tend to exhibit higher teaching competence. Based on the findings, it is recommended that DepEd District and Division Officials strengthen division-based training, coaching, mentoring, and professional development programs that focus on improving instructional leadership and teaching competence. School Heads/Principals are encouraged to establish regular monitoring, peer mentoring, Learning Action Cell sessions, and technical assistance activities to sustain teachers’ high instructional performance.
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Copyright (c) 2026 Leo C. Naparota, PhD (Author)
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