The Impact of Instructional Leadership on Teacher Professional Development and Its Effect on Student Learning Outcomes
Article Sidebar
Main Article Content
Abstract
Instructional leadership plays a pivotal role in shaping teacher professional development and improving student learning outcomes. This quantitative study investigates the relationship between the practices of instructional leadership, teacher professional growth, and student academic performance in senior high schools. Employing a correlational design, data were collected from 150 teachers and 300 students across 10 schools using structured surveys and achievement test scores. The findings reveal a significant positive relationship between instructional leadership and teacher professional development, which subsequently influences student learning outcomes. These results underscore the importance of fostering robust instructional leadership to enhance educational quality.
Article Details
Section
How to Cite
References
Abendan, C. F., Kilag, O. K., Uy, F., & Vestal, P. (2023). Transforming Learning in the Digital Age: The Confluence of Innovation and Education. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(5), 1-13.
Berman, P., & McLaughlin, M. W. (1978). Implementing and sustaining innovations (Vol. 8). Santa Monica, CA: Rand.
Darling-Hammond, L. (2004). From" Separate but Equal" to" No Child Left Behind": T sion of new standards and old inequalities.
Fullan, M. (2007). Change theory as a force for school improvement. In Intelligent leadership: Constructs for thinking education leaders (pp. 27-39). Dordrecht: Springer Netherlands.
Groenewald, E., Kilag, O. K., Unabia, R., Manubag, M., Zamora, M., & Repuela, D. (2023). The Dynamics of Problem-Based Learning: A Study on its Impact on Social Science Learning Outcomes and Student Interest. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(6), 303-313.
Hargreaves, A., & Fink, D. (2012). Sustainable leadership. John Wiley & Sons.
Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the Role of Instructional Leadership in Teacher Professional Development. Advanced Qualitative Research, 1(1), 63-73.
Kilag, O. K. T., Tiongzon, B. D., Paragoso, S. D., Ompad, E. A., Bibon, M. B., Alvez, G. G. T., & Sasan, J. M. (2023). HIGH COMMITMENT WORK SYSTEM AND DISTRIBUTIVE LEADERSHIP ON EMPLOYEE PRODUCTIVE BEHAVIOR. Gospodarka i Innowacje., 36, 389-409.
Kilag, O. K., Lisao, C., Lastimoso, J., Villa, F. L., & Miñoza, C. A. (2023). Bildung-Oriented Science Education: A Critical Review of Different Visions of Scientific Literacy. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 115-127.
Kilag, O. K. T., Jimenez, J. R., Diano Jr, F. M., Balicoco, J. R. M., Echavez Jr, A. M., & Labasano, A. S. C. (2023). Developing K-2 Filipino children English language oral proficiency through concrete poetry teaching. Science and Education, 4(2), 886-895.
Kilag, O. K., Quezon, J., Pansacala, J. A., Suba-an, J., Kilag, F., & Esdrelon, K. G. (2023). Advancing Reading Skills: State-of-the-Art Remediation Strategies. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(1), 15-29.
Lumando, E., Uy, F., Kilag, O. K., & Abendan, C. F. (2023). Multisensory Structured Language Techniques: A Key to Bridging the Literacy Practice Gap in Intervention Strategies. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(5), 256-267.
Leithwood*, K., Jantzi, D., Earl, L., Watson, N., Levin, B., & Fullan, M. (2004). Strategic leadership for large‐scale reform: the case of England's national literacy and numeracy strategy. School Leadership & Management, 24(1), 57-79.
Leong, K. E. (2013). Impact of Geometer's Sketchpad on Students Achievement in Graph Functions. Leong, KE (2013). Impact Of Geometer's Sketchpad On Students Achievement In Graph Functions. Malaysian Online Journal of Educational Technology, 1(2), 19-33.
Ministry of Education. (2005). The schooling strategy 2005–2010.
Noor, N. M., & Leong, C. H. (2013). Multiculturalism in Malaysia and Singapore: contesting models. International Journal of Intercultural Relations, 37(6), 714-726.
Ondog, J., & Kilag, O. K. (2023). A Constructivist Framework for Early Grade Numeracy: Drawing on Jean Piaget's Cognitive Development Theory. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 308-320.
Robinson, V. M., Hohepa, M., & Lloyd, C. (2007). School leadership and student outcomes: Identifying what works and why (Vol. 41, pp. 1-27). Winmalee: Australian Council for Educational Leaders.
Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. Best Evidence Synthesis Iteration [BES]. Wellington, New Zealand: Ministry of Education.
Reyes, V. C. (2023). What is most important in education reform? The impact of leadership, innovation and partnerships. International Journal of Leadership in Education, 1-18.
Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France.
Valle, J., Kilag, O. K., Villanueva, G., Escabas, F., Macapobre, H., & Poloyapoy, H. (2023). The Influence of Phonological Awareness and Rapid Automatized Naming on Early Numeracy. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(5), 42-54.