School Heads’ Instructional Leadership and Teachers’ Sense of Efficacy in the Implementation of Blended Teaching Modality in Sarangani Province

Abstract

This study investigated the relationship between school heads’ instructional leadership and teachers’ sense of efficacy in blended teaching modality. The study examined the personal and professional profile of the school heads and their instructional leadership in the implementation of blended learning as assessed by the teachers and school heads themselves. The researcher utilized the quantitative research design in this study, specifically the descriptive-correlational method. The respondents of this study are composed of 40 public elementary school heads and 411 teachers of the four districts in Alabel Sarangani Philippines for the School Year 2021-2022. Based on the findings, the school heads’ instructional leadership is very high, which shows that they are competent and great influencers in ensuring students’ learning outcomes, supervising, evaluating teachers, and building connections. Furthermore, the teachers’ sense of efficacy is consistently high across all the dimensions, which is indicative that they have a positive judgment of their performance to bring about desired outcomes of student engagement and learning. Test of relationship reveals a significant positive correlation between plantilla position and the overall instructional leadership. Higher instructional leadership was recommended to produce higher teachers’ sense of efficacy. The school heads and teachers in the Division of Sarangani must sustain their high instructional leadership and sense of efficacy, respectively. This may be done through the Schools Division of Sarangani, providing awards and incentives.