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Instructional Leadership and Emotional Resilience on Teachers’ Competence

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  • Cris May Jane S. Nalasa

    (College of Education Graduate Studies, Central Mindanao University Musuan Maramag Bukidnon, Philippines)

  • Aprell L. Abellana.

    (College of Education Graduate Studies, Central Mindanao University Musuan Maramag Bukidnon, Philippines)

  • Raul C. Orongan

    (College of Education Graduate Studies, Central Mindanao University Musuan Maramag Bukidnon, Philippines)

Abstract

This study examined the relationship of the instructional leadership and emotional resilience on teachers’ competence among educators in Valencia City during the 2024–2025 school year. Employing a descriptive-correlational research design, the study assessed teachers’ instructional leadership (developing and communicating shared goals, mentoring and feedback, professional development), emotional resilience (personal competency, spiritual influences, family cohesion, peer support), and competence (mastery of subject matter, teaching skills, communication, classroom management, evaluation). Data were collected using standardized questionnaires and analyzed through descriptive statistics, Pearson correlation, and multiple regression. Results revealed that teachers consistently demonstrated high levels of instructional leadership and emotional resilience, with family cohesion and spiritual influences as the strongest contributors. Teachers’ competence was also rated highly across all measured domains. Significant positive correlations were found between teachers’ competence and both instructional leadership (r = .522, p

Suggested Citation

  • Cris May Jane S. Nalasa & Aprell L. Abellana. & Raul C. Orongan, 2025. "Instructional Leadership and Emotional Resilience on Teachers’ Competence," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 4301-4308, June.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:3s:p:4301-4308
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