Unveiling the Experiences of School Heads and Teachers on Instructional Leadership Empowerment
Year: 2025
Type: article
Abstract: UNVEILING THE EXPERIENCES OF SCHOOL HEADS AND TEACHERS ON INSTRUCTIONAL LEADERSHIP EMPOWERMENT Author: EMMA L. GABION / Co-Author: Dr. Danilo E. Despi ANNUNCIATION COLLEGE OF BACON SORSOGON UNIT INC., Magsaysay Avenue, Sorsogon City Doctor of Philosophy (PhD) Major in Educational Development 2024 Keywords: Instructional Leadership, Empowering Leadership, Teachers’ Competence and Effectiveness, Culture of Trust and Collaboration, Instructional Leadership Framework, Sustained Improvement Summary This research explored the experiences of school heads engaged in instructional leadership and teachers' perspectives on these practices in Gubat South District, Sorsogon Province. It aimed to identify strategies used by school heads, best practices for empowering leadership, methods to foster trust and collaboration, teachers’ views on leadership’s impact on their competence, and a framework to enhance instructional leadership. The findings revealed that school heads employed various strategies to promote instructional leadership, such as providing resources, professional development, and fostering a positive school culture. They also implemented best practices like demonstrating instructional techniques, encouraging teacher ownership, and recognizing achievements. Creating a culture of trust and collaboration is achieved through fairness, transparency, and active listening. Teachers value school heads who are flexible, supportive, and respectful, which enhances their competence and effectiveness. The study proposed an instructional leadership framework focusing on continuous professional development, reflective practice, and a supportive environment. This framework emphasizes active listening, responsiveness to feedback, and providing resources aligned with educational trends. The conclusions highlighted that school heads in Gubat South District create a supportive environment that promotes professional development, collaboration, and innovation. They effectively foster empowering leadership and establish trust through fairness and consistency. Teachers appreciate flexible and supportive leadership, which improves their competence. The study recommended continuous professional development programs, comprehensive leadership training, and school-based activities to foster trust and collaboration. A holistic instructional leadership framework is proposed for sustained improvement and excellence in education.
Authors: Emma Gabion, Danilo Despi
Institution: Department of Education - Schools Division of Rizal
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4410207694