Instructional Leadership, Teacher-Related Factors, and Perceived Student Outcomes in Private Senior High Schools in Villaba, Leyte
Keywords:
instructional leadership; teacher-related factors; perceived student outcomes; Senior High School; educational management;Abstract
This study examined the relationships among instructional leadership, teacher-related factors, and perceived student outcomes in selected private Senior High Schools in Villaba, Leyte. Using a descriptive-correlational research design, the study gathered data from 60 Senior High School teachers from three private schools participating in FAPE–PEAC programs. A researcher-made survey questionnaire assessed teachers’ perceptions of instructional leadership, teacher-related factors, and perceived student outcomes. Weighted mean and standard deviation were used to describe the variables, Pearson Product–Moment Correlation was used to examine relationships, and simple linear regression was used to examine the predictive relationship between teacher-related factors and perceived student outcomes. Instructional leadership (M = 3.84), teacher-related factors (M = 3.71), and perceived student outcomes (M = 3.69) were all rated high. Instructional leadership was very strongly and positively related to teacher-related factors (r = .99, p < .001), while teacher-related factors were strongly and positively related to perceived student outcomes (r = .73, p < .001). Regression analysis indicated that teacher-related factors significantly predicted perceived student outcomes (R = .73, R² = .53, F(1, 58) = 65.20, p < .001), accounting for approximately 53% of the variance in the outcome measure. The findings contribute contextualized empirical evidence by examining these three constructs within a small private-school setting in Eastern Visayas, while recognizing that the correlational design and teacher-reported measures do not establish causation. The study recommends sustained instructional supervision, coaching and mentoring, professional development, reflective practice, and data-informed school improvement
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