Author

Jessie M. Lanoy*
Cebu Technological University-Main Campus, Cebu City, Cebu, Philippines

Abstract

This study assessed teachers’ instructional leadership and its influence on their performance in the secondary schools of San Miguel District, Bohol, during School Year 2025–2026 as a basis for developing an action plan. Using a convergent mixed-method design utilizing a validated modified questionnaire, the study involved 148 teacher-respondents from five secondary schools. Data were gathered through modified structured questionnaire covering demographic profiles, extent of instructional leadership practices across three domains (vision and culture, instructional program management, and leadership and development), teachers’ Individual Performance Commitment Review Form (IPCRF) performance ratings, and problems encountered in instructional leadership. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using Braun and Clarke’s Thematic Analysis. Findings revealed that teachers “Often” practiced instructional leadership across all domains. The majority of teachers received “Outstanding” IPCRF ratings, reflecting high professional competence. Correlation analysis revealed significant positive relationships between all dimensions of instructional leadership practices and teacher performance, leading to the rejection of the null hypothesis. Leadership and development exhibited the strongest relationship, followed by instructional program management and vision and culture. Thematic analysis identified eight major problems encountered: resource scarcity, administrative overload, inconsistent administrative support, collegial resistance, theory-practice gaps in professional development, data utilization barriers, vision-reality mismatch, and excessive compliance burden. The study concluded that instructional leadership significantly influences teacher performance, but systemic barriers impede teachers from fully realizing their leadership potential. An evidence-based action plan titled “Strengthening Instructional Leadership Through Systemic Support” was proposed to address competency gaps and systemic challenges, thereby creating enabling conditions for enhanced instructional leadership and sustained teacher performance excellence in San Miguel District.

Keywords: Administration and supervision, instructional leadership, teacher performance, mixed-method, action plan, San Miguel District.

*Corresponding author/ Email: lanoyjessiem@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502969

Recommended citation:
Lanoy, J. M. (2026). From management to mentorship: Correlation of instructional leadership and teaching performance. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1141-1155. http://doi.org/10.69651/PIJHSS0502969

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