School Leaders’ Instructional and Administrative Competencies

This descriptive – correlational study determined the level of competencies of school leaders in terms of instructional and administrative capabilities conducted among the randomly selected school heads and master teachers in the elementary schools in the Schools Division of Passi City during the School Year 2021-2022. Using the adopted Instructional Leadership Practices and Administrative Management Capabilities Assessment Tool of School Principals (NHSAs – TDNA Modified Tool) Survey Checklist, and employing statistical tools such as means, standard deviations, t– test, One–way Analysis of Variance, and the Pearson’s r set at .05 alpha, the results revealed that the school leaders were most competent in instructional and administrative competencies. However, the 10 years and below in length of service appeared to be more competent. Further, the school leaders did not differ significantly in their instructional competence when classified as to school size, length of service, school category and educational qualification. As to administrative competence, no significant difference was noted as to school size, but the rest of the category like length of service, school category and educational qualification, significant differences manifested. Finally, positive significant relationships existed in the level of instructional and administrative competencies of school leaders. As an offshoot of the study, an enhancement of School Improvement Plan was developed by the researcher.