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Assessing the instructional leadership skills of school administrators in public senior high schools is relevant to identify how their teachers perform and how these leadership skills influence their efficacy in the classroom.The study aimed to determine the school administrators' instructional leadership skills and the teachers' performance and efficacy in senior high schools.Utilizing the descriptive correlational design for an in-depth analysis of the study, the researcher administred standardized questionnaire to twenty-one school administrators and to 204 senior high school teachers.Frequency, percentage, weighted mean, One-Way ANOVA, Pearson r and Coefficient of Determination were the statistical tools used.The researcher found out that the school administrators themselves believed that they performed well as instructional leaders as revealed in the indicators in each area.Likewise, it was found out the teachers themselves were not confident if they were able to deliver their responsibilities in terms of student engagement, instructional strategies, and classroom management.There is a significant relationship between the school administrators' overall instructional leadership skills and the teachers' performance.Moreover, the researcher found out that there is a significant relationship between the school administrators' overall instructional leadership skills and the teachers' self-efficacy.With these findings, the researcher concluded that most of the respondents believe that the school administrators who function as instructional leaders in public Senior High Schools in the National Capital Region assessed themselves to be good instructional leaders particularly in the four areas such as resource provider, instructional resource, communicator and visible leader as it was revealed in the Teachers' Performance.
Daing et al. (Thu,) studied this question.