Developmental Leadership, Behavior, and Instructional Practices of School Heads

Abstract

The quality of education, student achievement, and the general school climate can all be significantly impacted by the developmental leadership, conduct, and teaching methods of school administrators. Therefore, this study looked into how school heads' developmental leadership and behavior relate to their instructional practices in Maasin District Maasin, Leyte, Philippines. In order to collect data from the respondents, the study used a descriptive-correlational research design with a survey. Developmental leadership, behavior, and instructional practices of school heads can be profoundly instrumental on the quality of education and the overall school environment. Thus, this study investigated the relationships between developmental leadership and behavior of school heads in relation to instructional practices of the school heads in Maasin District Maasin, Leyte, Philippines. The study utilized a descriptive-correlational research design using survey to gather data from the respondents. Results revealed that highly significant relationships existed between school heads’ developmental leadership and behavior on their instructional practices both in their subcomponents and overall mean. The findings showed that school administrators can foster a collaborative, empowering, and encouraging atmosphere that supports instructional leadership practices by exhibiting developmental leadership and positive behaviors. It recommends that in order to implement effective teaching practices, school administrators should place greater emphasis on school culture, providing oversight and feedback, encouraging teamwork, and allocating resources to demonstrate a caring, encouraging, and growth-oriented environment that will ultimately improve student learning and achievement.