Leadership skills and instructional leadership practices of public elementary school heads in Legislative District 6, Philippines

Abstract

Effective school leadership is essential to maintaining quality teaching, supporting teachers, and improving school performance. However, limited localized evidence describes the leadership skills, practices, and instructional challenges of elementary public school heads in Legislative District 6, Schools Division of Isabela. This study assessed the leadership skills and practices of 83 elementary public school heads using a descriptive research design. Data were gathered through a structured questionnaire, interviews, and documentary analysis and were analyzed using frequency, percentage, weighted mean, and chi-square test. The findings showed that respondents were highly knowledgeable about leadership philosophy and demonstrated strong leadership skills and practices. Administrative and instructional skills were among their strongest areas, while funds generation received the lowest rating. Democratic, servant, and transformational leadership styles were most preferred. Instructional leadership challenges were moderately difficult, particularly implementing research-based practices, balancing administrative and instructional responsibilities, and managing workload and time constraints. No significant differences were found in perceived challenges across selected profile variables. The study recommends sustained leadership development and practical support for instructional leadership.