This study assessed the status of instructional leadership of school heads and its relationship with teachers’ self-efficacy in selected schools within the Tudela District, Camotes, Cebu Province Division for the School Year 2024-2025. The study utilized a descriptive-correlational research design. An adapted and modified questionnaire was employed to gather data and analyze the correlation between instructional leadership and self-efficacy. The school heads were aged 41–50, females, married, master’s degree holders, with 6–10 years of experience, and had attended national-level training. The teachers were aged 31–40, female, held a master’s degree, had 6–10 years of service, received an outstanding performance rating, and participated in division-level training. Results indicated that school heads demonstrated a high level of instructional leadership in resource provision, instructional support, communication, and supervision. Teachers exhibited a strong sense of self-efficacy in instructional strategies and learner engagement, while classroom management was rated as moderately extensive among teachers and highly extensive among school heads. A significant relationship was found between instructional leadership and teachers’ self-efficacy, underscoring the crucial role of effective leadership in fostering teacher confidence and instructional effectiveness. The study concludes that instructional leadership positively influences teachers’ self-efficacy. It is recommended that the proposed Instructional Plan be utilized to enhance instructional leadership practices, strengthen teacher development, and improve overall teaching and learning outcomes.
Administration and Supervision, Descriptive – Correlational Design, Instructional Leadership, Self – Efficacy, Resource provision, Instructional Strategies, Instructional Plan, Content Analysis, Content Analysis, City of Mandaue, Cebu.
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