Instructional Leadership and Curriculum Implementation of Elementary School Heads in Gigaquit District

This study determined the instructional leadership practices of elementary school heads in the Gigaquit District, School Year 2024–2025, and the extent of curriculum implementation based on effective instructional leadership. The research considered the demographic profiles of both school heads and teachers as independent variables. Instructional leadership was examined using the domains of the Philippine Professional Standards for School Heads (PPSSH), while curriculum implementation was assessed in terms of fidelity, adaptability, and effectiveness. A quantitative descriptive research design was employed, utilizing a validated and reliable researcher-made survey questionnaire administered to 16 school heads and 129 teachers in the district. Data collection adhered to ethical protocols, and statistical treatments included frequency count, percentage, weighted mean, standard deviation, One-Way ANOVA, and Pearson Product Moment Correlation. The findings revealed that: (1) most school heads were aged 50–54 years, female, had 5–9 years of service, and held a master’s degree, while most teachers were aged 40–44 years, female, had less than five years of service, and held a bachelor’s degree; (2) school heads demonstrated a very high extent of instructional leadership, while teachers implemented the curriculum to a high extent with fidelity, adaptability, and effectiveness; (3) age influenced instructional leadership, whereas sex, years of service, and educational attainment did not; (4) teachers’ curriculum implementation was not significantly affected by their profile attributes; (5) perceptions differed between some school heads and teachers regarding leadership effectiveness; and (6) strategic leadership, support for teaching and learning, and professional collaboration significantly and positively influenced curriculum implementation. It is recommended that the Gigaquit District establish structured feedback and reflection systems, prioritize the enhancement of instructional leadership competencies among school heads, and institutionalize support mechanisms to strengthen both leadership and curriculum delivery. Keywords: Instructional Leadership, Curriculum Implementation, Philippine Professional Standards For School Heads, Gigaquit District, Fidelity, Adaptability, Effectiveness