Instructional Leadership and Teachers’ Collaboration on Students’ Outcomes in Victoria District: Basis for Professional Community Implementation Plan

Abstract

This study examined the relationship between the school heads’ instructional leadership, teacher collaboration and students’ outcomes in Junior High Schools in Victoria District as basis for Professional Learning Community (PLC) Implementation Plan. This study used descriptive-correlational and comparative methods of research. The participants of the study were the 323 students and 64 junior high school teachers from the public secondary schools of Victoria District. A self-made questionnaire was utilized. The study found that instructional leadership among school heads was consistently rated at a very high extent, while teacher collaboration also scored very high across professional activities such as Learning Action Cells, in-service trainings, and seminars. Student outcomes in core competencies like communication, problem-solving, and information literacy were rated at a high level. A strong and significant relationship was found between instructional leadership practices and teacher collaboration. However, instructional leadership showed mostly non-significant correlations with student outcomes. No significant differences were found in leadership practices, collaboration, or student outcomes across their respective indicators. In response, a teacher collaboration program was proposed to enhance instructional alignment and strengthen student learning. The study concluded that while leadership and collaboration are strong, efforts should be made to better connect leadership to classroom outcomes and tailor interventions to specific student needs. Recommendations include more structured classroom visits, collaborative planning workshops, interdisciplinary roundtables, and data-driven instructional interventions, along with piloting the proposed collaboration program in selected subject areas and encouraging future research on other factors influencing student achievement.