School Heads’ Instructional Leadership Skills, Teachers’ Pedagogical Competence, And Learners’ Academic Performance

This study explored how the instructional leadership skills of school heads are related to teachers’ pedagogical competence and learners’ academic performance in the Schools Division of Antique during the School Year 2024–2025. A total of 365 respondents, composed of school heads and teachers, were selected through stratified random sampling. Data on instructional leadership and pedagogical competence were collected using a validated survey questionnaire, while learners’ academic performance was determined through official school records. The data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. The results showed that school heads demonstrated a high level of instructional leadership, particularly in clearly defining the school mission and fostering a positive learning climate, although managing the instructional program received relatively lower ratings. Teachers were also found to have a high level of pedagogical competence, with professional engagement and content knowledge emerging as their strongest areas. Learners’ academic performance was rated as very satisfactory, with most students obtaining grades between 85 and 89. Statistical analysis revealed significant positive relationships among instructional leadership, teachers’ pedagogical competence, and learners’ academic performance. Further results indicated that defining the school mission and promoting a positive learning climate were strong predictors of both teacher competence and learner achievement. Overall, the findings emphasize that effective instructional leadership and strong pedagogical competence among teachers are essential in improving learners’ academic outcomes. Strengthening instructional supervision, sustaining continuous professional development, and fostering collaboration between school heads and teachers are recommended to maintain and further enhance academic performance.