Author

Kristine Joy L. Canque*
Cebu Technological University – Main Campus, Cebu City, Cebu, Philippines

Abstract

Effective instructional leadership grounded in administrator support is widely understood to be a critical factor in enhancing teacher development and improving teaching quality. This study assessed teachers’ perceptions of school administrators’ instructional support in relation to instructional practices at Tungkop Elementary School, Minglanilla, Cebu, during the School Year 2025–2026, as the basis for developing an instructional enhancement plan. The study was conducted at Tungkop Elementary School in Tungkop, Minglanilla, Cebu, using purposive sampling with more than 50 teacher respondents. The study utilized an adapted survey questionnaire. The study employed an embedded mixed-method research design combining quantitative survey data with qualitative insights. Weighted mean was used to determine the level of perceived instructional support among Key Stage 1 and Key Stage 2 teachers. An independent samples t-test was used to determine whether a significant difference existed between the perceptions of the two groups. The results showed that Key Stage 1 teachers rated the extent of school administrators’ instructional support as “Always.” Similarly, Key Stage 2 teachers reported a mean score of 4.34, also interpreted as “Always”. Furthermore, the observed difference between the two groups is not statistically significant, suggesting that both Key Stage 1 and Key Stage 2 teachers perceive the extent of administrative support similarly. Based on these findings, the proposed instructional enhancement plan is recommended for adoption to further strengthen and standardize effective instructional support practices within the school.

Keywords: Administration and Supervision, Instructional Support, Descriptive-Quantitative Method, Minglanilla, Cebu, Philippines.

*Corresponding author / Email Adress: Kristine.canque@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021089

Recommended citation:
Canque, K. J. L. (2026). Teachers’ perceptions of school administrators’ instructional support: Instructional enhancement plan. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 3225-3241. http://doi.org/10.69651/PIJHSS05021089

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