Instructional Leadership Skills and Its Influence on Learners’ Resiliency and Self-Efficacy

Abstract

This study investigated the influence of instructional leadership skills on learners’ resiliency and selfefficacy in two public secondary schools in San Vicente, Camarines Norte. Grounded in Bandura’s self-efficacy theory, Richardson’s resilience metatheory, and the Philippine Professional Standards for Teachers (PPST), the research employed a quantitative descriptive-correlational design.
A total of 71 teachers and 247 learners from Grades 11 and 12 participated through total enumeration sampling. Data were gathered using validated survey instruments adapted from the PPST and related frameworks, covering domains of content knowledge and pedagogy, learning environment, diversity of learners, and community linkages, alongside measures of resiliency and self-efficacy. Weighted mean scores were computed to assess levels of instructional leadership, resiliency, and self-efficacy, while Pearson’s product-moment correlation coefficient was applied to determine significant relationships at the 0.05 level of significance.
Results revealed that school leaders demonstrated strong instructional leadership in content knowledge, pedagogy, and community linkages, with notable influence on learners’ perseverance, problem-solving, competence, and persistence. However, reflective practices and adaptive help were rated lower, indicating areas for improvement. Significant correlations were found between instructional leadership and both resiliency and self-efficacy, particularly between content knowledge and learner persistence.
These findings highlight that effective instructional leadership not only enhances teaching practices but also directly fosters learners’ adaptability, confidence, and self-regulated learning. The study recommends the establishment of a Strengthening Instructional Leadership Program to address gaps in reflective learning and adaptive support, thereby promoting resilience and empowering learners toward greater independence and academic growth.