Exploring the Mediating Role of Teachers' Self-Efficacy in the Influence of Instructional Leadership on Teaching Performance

This study, completed in October 2026, examined whether teachers’ instructional self-efficacy mediates the relationship between school heads’ instructional leadership and teaching performance among public school teachers in Kalilangan East District, Division of Bukidnon, Philippines. A quantitative, descriptive, predictive-correlational design with mediation analysis was used. Through stratified random sampling, 200 teachers answered questionnaires adapted from the Principal Instructional Management Rating Scale and the Teachers’ Sense of Efficacy Scale, and teaching performance was measured with indicators aligned with the Individual Performance Commitment and Review Form. Data were analyzed using descriptive statistics, canonical correlation, multiple regression, and structural equation modeling. Instructional leadership (M = 4.74) and self-efficacy (M = 4.55) were rated at a Very High Extent, and teaching performance was Outstanding (M = 4.67); classroom management was the lowest dimension of self-efficacy (M = 4.45). Canonical correlations were strong for leadership (Rc = .66) and very strong for self-efficacy (Rc = .82). Both variables predicted teaching performance (R² = .597), with self-efficacy the stronger predictor (β = .616 vs. .213). The mediation model fit the data; the indirect effect was significant (0.772, p = .016) while the direct effect was not (0.174, p = .227), consistent with full mediation. Because the data were cross-sectional and self-reported, the findings show association, not causation. School heads are encouraged to pair classroom observation with timely, supportive feedback that builds teachers’ confidence.