School Administrators’ Instructional Leadership Skills and Teachers’ Performance and Efficacy in Senior High Schools in the Division of Tawi-Tawi

This study investigated the relationship between school administrators’ instructional leadership skills and teachers’ performance and self-efficacy in senior high schools in the Division of Tawi-Tawi. Using a descriptive-correlational design, the research surveyed 150 senior high school teachers across various municipalities using standardized instruments on instructional leadership, teacher performance, and teacher self-efficacy. Findings revealed a significant positive correlation between administrators’ instructional leadership and both teacher performance and efficacy. The study concludes that strong instructional leadership positively influences teaching quality and recommends leadership development programs for school heads.