Instructional Leadership of School Heads as Determinants of Pedagogical Competence of Teacher

Abstract

The main objective of this study is to investigate the relationship of instructional leadership of school heads and the pedagogical competence of teachers. The study employed a descriptive correlational method of research which was participated by 50 repatriated teachers from Thailand.

Based on the results, it was found out that instructional leadership of school heads which are considered as the instructional vision construction, school culture development, teachers’ growth and development support and monitoring of instruction and innovation manifested are practiced. Thus, there is a significant relationship between the perceived instructional leadership and the teacher’s pedagogical competence. 

 It is recommended that school heads may continue to pursue the best practices on instructional leadership. They should maintain the attributes in designing and monitoring the school framework to assure instructional success to utilize and maximize the pedagogical competence of teachers; School heads and teachers should be in a helping hand to amplify the best practices in the managerial and teaching strategies for the betterment of the school and the students. They should continue those best practices even at this time of pandemic.