Author

Julia B. Adarme*
Northeastern College, Santiago City, Isabela, Philippines

Alma P. Gonzales, PhD
Northeastern College, Santiago City, Isabela, Philippines
E-mail: almagonzales@northeasterncollege.edu.ph

Abstract

Instructional leadership plays an important role in supporting teachers’ professional development and improving the quality of teaching in elementary schools. However, further local evidence is needed to understand how school heads’ leadership practices relate to teachers’ professional development needs in selected public elementary schools in Santa Maria, Isabela. This study examined instructional leadership practices, assessed teachers’ professional development needs, and determined the relationship between the two variables. A descriptive-correlational research design was employed, involving 40 elementary school teachers selected through purposive sampling. Data were gathered using a structured questionnaire and analyzed using descriptive statistics and correlation analysis. The findings showed that teachers generally rated instructional leadership favorably, particularly teacher support. Assessment practices emerged as their greatest professional development need. A moderate positive relationship was also observed between instructional leadership and teachers’ perceived professional development needs. These findings suggest that school-based professional learning should respond to teachers’ identified needs and strengthen instructional supervision, coaching, and collaborative learning.

Keywords:  Instructional leadership, professional development, elementary teachers, school heads, capability-building program.

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS05041639

Recommended citation:
Adarme, J. B., & Gonzales, A. P. (2026). Linking instructional leadership to teacher professional development: Evidence from public elementary schools in the Philippines. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 957-963. http://doi.org/10.69651/PIJHSS05041639

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