The Influence of the Leadership Practices of the School Heads in Enhancing the Teaching Performance of the Teachers in the Public Elementary Schools in Pioduran District, Division of Albay

This study examined the influence of school heads’ leadership practices on teachers’ teaching performance in public elementary schools in Pio Duran District, Division of Albay. Using a descriptive-evaluative-correlational research design, the study involved 33 school heads selected through random sampling during the school year 2025–2026. Data were collected through a validated researcher-made questionnaire and structured interview guide and analyzed using descriptive statistics, Kendall’s Coefficient of Concordance, and chi-square tests. Results revealed that leadership practices were Very Much Employed (4.57), with stakeholders’ engagement receiving the highest mean (4.77) and resource management the lowest (4.47). Leadership practices were perceived as Much Influential in enhancing teaching performance (4.38), particularly classroom management (4.63), while instructional delivery received the lowest mean (4.20). Significant agreement among respondents’ rankings was observed only in resource management (W = 0.68, p < 0.05), whereas no significant agreement emerged across the four teaching performance dimensions. The findings indicate extensive leadership implementation but varying perceptions of its influence on instructional performance. The study recommends strengthening instructional supervision, professional development, consistent leadership procedures, and evidence-based resource allocation. Its scope was limited to 33 school heads within one district, restricting the generalizability of findings. The study provides evidence to guide school leadership policies, strengthen instructional support, and inform institutional decisions aimed at improving teaching performance.