Instructional Leadership Practices and Elementary Teachers' Classroom Management in Public Elementary Schools

This study examined the relationship between school heads' instructional leadership practices and elementary teachers' classroom management in public elementary schools in Talomo West District. Using a quantitative descriptive-correlational design, the study assessed five leadership domains: mission and goals communication, instructional supervision and feedback, professional learning enablement, assessment and data use, and culture for learning. It also measured five classroom management domains: proactive organization of instruction, behavior support systems, responsive or corrective strategies, physical or instructional environment, and teacher efficacy for management. Data were collected through a structured survey questionnaire and analyzed using weighted mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. Findings showed that instructional leadership practices were generally high, while classroom management was moderate. A very strong and significant positive relationship was found between instructional leadership and classroom management. Regression results further showed that culture for learning, mission and goals communication, and assessment and data use significantly predicted classroom management, while instructional supervision and professional learning enablement were not significant predictors in the final model. The study concludes that strategic, relational, and data-informed leadership practices are important resources for strengthening classroom organization, learner behavior support, and teacher efficacy in elementary classrooms.