Instructional Leadership, Professional Development, Curricular Competence and Performance of School Administrators

This study aimed to develop a structural model of instructional leadership, professional development, curricular competence and the performance of 743 school administrators in Region XII. The data were gathered through the use of survey questionnaires composed of instructional leadership, professional development, curricular competence and office performance commitment and review form to measure the performance of School administrators. The study applied a descriptive correlational and causal comparative designs where descriptive statistics such as mean, frequency, percentage distribution, Pearson product moment correlation, stepwise multiple regression and structural equation modelling (SEM) were used to treat the data. The study concluded that the level of school administrators' performance was high. The level of administrators' instructional leadership was also high. The level of administrators' professional development was highly developed. The administrators' curricular competence was also high. The school administrators' performance was significantly correlated to instructional leadership, professional development and curricular competence. Physical plant facilities, school improvement plan, curriculum and instruction and monitoring school progress are predictors of schools administrators' performance. Administrators' performance solely evolved on curricular competence which was measured in terms of the curriculum and instruction, financial and budgeting, physical plant and facilities, community relations and school improvement plan and. Instructional leadership which was measured in terms of providing incentives for teachers, monitoring school progress, framing school goals, supervising and evaluating instruction and maintaining high visibility.