Effectiveness of Principals' Instructional Leadership on Teachers' and Students' Achievement:In Selected Private High Schools in Bataan : Basis for Instructional Leadership Enhancement Program / Valencia, Alicia H.

Focusing on the instructional leadership capabilities of the principals, this study examined the effectiveness of instructional leadership matters to enhance the teachers' and students' performance. The focal point of the study was that effective principal instructional leadership coexists with the school performance, measured by the quality of its pedagogy and the performance of both its students and teachers as substantial factors. The respondents of this study were limited to the principals of the eight selected private high schools in Bataan and their grade 10 teachers. The study also included the school documents on the grade 10 students' over-all scholastic achievement on the National Career Assessment Examination and the school's ranking on the National Achievement Test. The study used the Input-Process-Output conceptual model and the descriptive correlation method of research. Frequency counting, percentage, mean and the standard deviation were used to describe the profile and the instructional leadership of the principals using the proportioned stratified random sampling. Questionnaires underwent internal consistency reliability testing to uncover particular suspected failure modes through Cronbach's Alpha Test. Pearson's Moment of Correlation was used to determine the effects of teachers and students' factors on the principal's instructional leadership capabilities. It was found out that both the students and teachers' factors were not affected thus, the null hypothesis was accepted. vii Other major findings of the study were as follows: most principals belonged to middle age bracket and most were female; school heads must have a Masters Degree to be in the position; relevant and specialized trainings were attended for better performance; most of the principals had been in the service for only 6-10 years but with a very satisfactory rating same as those who had more than 10 years of experience in the post; there were teachers who did not meet expectation, fairly satisfactory, satisfactory, outstanding but mostly had performance rating of very satisfactory; out of 204, 67 students or 32.84% got an outstanding rating performance while less than 70% was a combination of students who need improvement, fairly satisfactory, satisfactory and very satisfactory; and over-all instructional leadership rating of the principals was very satisfactory. Instructional leadership is a significant factor in facilitating, improving, and promoting the academic progress of students' and teachers' achievements. A litany of characteristics had been identified from research studies on school improvement and instructional leader effectiveness, including high expectations of students and teachers, an emphasis on instruction, provision of professional development, and use of data to evaluate students' progress yet the study revealed that the principals' instructional leadership was not significantly affecting the teachers' performance and students' achievement.