AN ASSESSMENT OF SECONDARY SCHOOL PRINCIPAL’S INSTRUCTIONAL LEADERSHIP STRATEGIES AS PERCEIVED BY FACULTY MEMBERS

This study focused on assessing the instructional leadership strategies of secondary school principals as perceived by the teachers. Using descriptive survey research, teachers from private and public secondary schools in the Fourth District of Quezon Province were randomly selected as respondents. Survey questionnaire served as data gathering tool. Frequency, weighted mean, ranking and t-test were used as statistical treatment. Results show that the principals anticipate and resolve problems in school operation and provide resource to attain learning goals. They develop instructional activities for students’ performance and assess school performance related to instruction. They communicate the vision and mission of the institution to deliver the vision and mission so the teachers, students, parents, and the community. They practice face-to-face interaction with the staff, students and parents, and maintain a positive attitude towards students, staff, and parents. Meanwhile, instructional leadership is manifested by providing resources needed for learning and supervising and evaluating teachers. They anticipate and resolve problems by maintaining a calm presence when working with and interacting with distressed or dysfunctional teachers, parents and students and develop a supportive working environment by ensuring teachers have trainings, materials and protected time to do their jobs. Overall, there is no significant difference between the instructional leadership strategies of principals in private and public secondary schools. To continually observe define the purpose of schooling, there is a need to establish collegial relationship with and among teachers by introducing new innovative methods of instruction to achieve higher learning.