Pedagogical Leadership Strategies for Enhancing Teaching Quality of Schools in the Province of Batangas

Abstract

Pedagogical leadership plays a vital role in improving teachers’ professional growth and teaching quality. In Catholic schools such as the Unified Schools of the Archdiocese of Lipa (USAL) in the Province of Batangas, school administrators are expected to provide leadership that strengthens instructional practices while supporting the faith-based mission of education. This study aimed to determine the significance of pedagogical leadership in enhancing teaching quality in USAL schools by assessing teachers’ level of appreciation of school administrators’ support in terms of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, and assessment and reporting, as well as the extent of pedagogical leadership manifestation in collaborative leadership, teachers’ professional development, and students’ engagement.

The study employed a descriptive-correlational research design. The respondents were 191 teachers from 13 member schools of the Unified Schools of the Archdiocese of Lipa, selected through proportionate stratified sampling using Slovin’s formula. Data was gathered through a structured and validated questionnaire and analyzed using frequency count, percentage, ranking, weighted mean, and Pearson correlation coefficient.

Findings revealed that teachers highly appreciated administrators’ pedagogical leadership support across all domains, with diversity of learners obtaining the lowest among the highly rated areas. The extent of manifestation of pedagogical leadership was rated to a great extent, with students’ engagement ranking highest and collaborative leadership ranking lowest among the three dimensions. Statistical analysis confirmed a highly significant relationship between teachers’ level of appreciation and the extent of administrators’ manifestation of pedagogical leadership, with all p-values falling below .001. The most recognized challenge encountered by teachers was the lack of regular classroom observations followed by constructive feedback. Based on these findings, a management enhancement strategy was proposed to strengthen instructional supervision, formalize feedback processes, and improve support for diverse learners.