Author

Eden B. Mingo*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

Strong instructional leadership promotes coherent teaching practices, collaboration among teachers, and continuous professional learning, all of which enhance teacher performance and instructional quality. This study determined the relationship between instructional leadership and teacher performance of Tabor Hill College OAD Inc, Purok 3 Brgy San Jose, Cebu City for the school year 2025-2026 as basis for an enhancement plan. The study was conducted at Tabor Hill College OAD Inc, Purok 3 Brgy San Jose, Cebu City with over 25 respondents. The questionnaire used in the study was adapted from Hyder (2022) and Akram (2017). The research design involved a descriptive-correlational research design. The study employed statistical tools such as the weighted mean, simple percentage, and Pearson product-moment. The study describes the respondents as mostly younger to mid-adult female teachers with bachelor’s degrees, limited graduate education, early to mid-career experience, and participation mainly in school-based professional development activities. Findings on instructional leadership show that school heads consistently demonstrate strong practices across key areas, including providing instructional resources and maintaining visibility through classroom visits, supporting professional development via meetings, monitoring student attendance, giving feedback through progress reporting to parents, and promoting curriculum implementation through lesson planning. Teacher performance is generally high across all domains, particularly in the use of instructional materials, democratic classroom management, varied assessment strategies, and strong teacher–student relationships focused on character development. Staff collaboration is present but less consistently observed compared to other areas. Overall, the study reveals a significant positive relationship between instructional leadership practices of school heads and teacher performance, indicating that stronger leadership is associated with higher levels of teacher effectiveness. Based on these findings, the proposed enhancement plan is recommended for adoption to further strengthen instructional leadership and teacher performance of the teachers.

Keywords:  Administration and supervision, instructional leadership, teaching efficacy, descriptive-correlational method, Cebu City, Philippines.

*Corresponding author / Email: eden.mingo@gmail.com.ph

Recommended citation:
Mingo, E. B. (2026). Shaping instructional leadership quality and teaching efficacy towards enhancement. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 411-427.

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