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UCU GS Research Journal
INSTRUCTIONAL LEADERSHIP COMPETENCIES OF PUBLIC ELEMENTARY
SCHOOL ADMINISTRATORS
JUAN P. CATALAN

The study determined the instructional leadership competencies of the public
elementary school administrators as perceived by their teachers in the Divisions of Pangasinan I
and II and the four (4) City Schools Divisions of Pangasinan during the school year 2015 – 2016.
Problem No. 1 dealt on the profile of the teacher-respondents in terms of sex, age,
civil status, highest educational attainment, length of teaching experience and level of in-service
trainings attended. Problem No. 2 pertains to the level of instructional leadership competencies
of the public elementary school administrators as perceived by the respondents along the six
(6) basic elements namely learning environment, curriculum and instruction, learner factors,
teacher factors, assessment of learning outcome and stakeholders’ collaboration. Problem No.
3 determined whether or not there are significant differences between the level of instructional
leadership competencies of the public elementary school administrators as perceived by the
respondents and the selected profile variables. Problem No. 4 determined whether or not there
are significant relationships between the level of instructional leadership competencies of the
public elementary school administrators as perceived by the respondents and the selected profile
variables. Problem No. 5 is on the Proposed Enhancement Program for Instructional Leadership
Competencies for school administrators.
The public elementary school teachers are females, matured, married, holders of
bachelor’s degree, quite long in the teaching service and have attended mostly in-service trainings
conducted in the local level. The public elementary school administrators were perceived by the
respondents as moderately competent in their instructional leadership. The school administrators
were moderately competent in instructional leadership in all the six (6) basic elements of
instructional leadership. There is no significant difference that exists between administrators’
instructional leadership competencies across profile variables. There is no significant relationship
that exists between the administrators’ instructional leadership competencies except on highest
educational attainment and level of in-service trainings.
The Proposed Enhancement Program for Instructional Leadership Competence for
public school administrators be implemented in all the covered school divisions in the study.
School administrators must develop excellent instructional leadership competencies that help
them to build the intellectual capital that is necessary to make conducive learning environment,
good curricula choices and instructional practices, establish expectations for students work,
provide teachers with opportunities to learn the specifics of teaching well within their academic
areas and promote stakeholders’ collaboration to help achieve the schools’ quality education.

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