The Relationship Between Instructional Leadership Practices and Learners’ Reading Abilities

A key factor in the enhancement of learners’ reading ability is effective instructional leadership. This research examined how instructional leaders’ approaches relate to learners’ reading abilities. Conducted within the Schools Division of Ozamiz City during the School Year 2024-2025, the study involved 43 school heads assigned at the different elementary and integrated schools. Data were gathered using the Modified Instructional Leadership Questionnaire (MILQ) and post-assessment results from the Philippine Informal Reading Inventory (Phil-IRI). Data were analyzed using mean, standard deviation and Spearman rho correlation coefficient. The findings revealed that school principals exhibit a strong degree of instructional leadership, notably by providing support for their teachers, fostering positive learning spaces, and involving parents in their children’s education. Despite strong leadership practices, the correlation between leadership practices and reading abilities was minimal. The study concluded that while instructional leadership is robust, its impact on reading performance is limited. The study recommended that school heads implement research-based supervisory strategies, teachers use differentiated instruction, and schools enhance parental involvement to bridge the gap between leadership inputs and learner reading outcomes.