Instructional Leadership Practices on Delivering Content Knowledge and Pedagogy

Abstract

This study determined the instructional leadership practices of school leaders and their relationship with the delivery of content knowledge and pedagogy among public elementary school teachers in Vinzons District. Specifically, it examined instructional leadership in terms of curriculum guidance and support, monitoring of instructional practices, professional development support, instructional coaching and mentoring, and promotion of research-based practices. It also assessed content knowledge and pedagogy based on the Philippine Professional Standards for Teachers (PPST). The study employed a quantitative method using a descriptive-correlational research design. Public elementary school teachers in Vinzons District served as respondents and were selected through total enumeration. Data were gathered using a validated researcher-made questionnaire on instructional leadership practices and an instrument based on Domain 1 of the PPST. Descriptive and correlational statistical techniques were used to analyze the data. Findings revealed that instructional leadership practices were generally highly practiced across all areas, although the promotion of research-based practices emerged as an area requiring further attention. The delivery of content knowledge and pedagogy was likewise generally highly observed, particularly in the application of content knowledge, use of ICT, literacy and numeracy strategies, higher-order thinking skills, language use, and classroom communication. However, the application of research-based knowledge and principles of teaching and learning showed greater need for strengthening. The findings further established a significant positive relationship between instructional leadership practices and the delivery of content knowledge and pedagogy. The study concluded that sustained instructional leadership contributes to strengthening teachers’ content knowledge and pedagogical practices. It recommends sustaining curriculum support, instructional monitoring, professional development, coaching, and mentoring while intensifying research-based practices through School Learning Action Cell sessions, demonstration teaching, peer sharing, and related professional learning activities. The implementation and evaluation of PROJECT SIBOL: Strengthening Instructional Best Practices through Observation and Leadership is recommended to address the identified areas for improvement.