Instructional Leadership, work Engagement, Self-Efficacy of School Heads: A Structural Equation Model

This study aimed to determine the best-fit model of school effectiveness as influenced by instructional leadership, work engagement, self-efficacy of school heads among 400 public elementary school teachers in Davao Region, Philippines. With the used of Structural Equation Model Analysis, results gained a very high levels for Instructional Leadership and work engagement, a high level of self-efficacy of school heads and school effectiveness. Moreover, there was a strong, positive, and significant correlation between instructional leadership and school effectiveness, work engagement and school effectiveness. However, result for self- efficacy and school effectiveness is not correlated. Further, findings revealed that the influence of the exogenous variables indicates that the overall regression model is statistically significant. Furthermore, results showed that the best-fit model was model 3 showing the direct causal relationships of Instructional Leadership and self- efficacy on school effectiveness. Meanwhile, School effectiveness was defined by the retained indicators namely; Effectiveness of the School Climate, Effectiveness of the Relationship with Local Community, Effectiveness of Using Enrichment Activities in School and Student’s Sense of Belonging the Surrounding Environment. On the other hand, instructional leadership style was described with the following retained indicators: Framing the Goals, Supervise and Evaluate Instructions, Provide Incentives for Teachers and Promote Professional Development. While Self efficacy of school heads was described in terms of the retained indicators namely; Efficacy for Instructional Leadership and Efficacy for Moral Leadership. Findings suggest that the policy making body of the Department of Education may look into provision of benefits of the teachers and the school heads to further increase the school effectiveness.