Instructional Leadership and Technological Competence on Educational Assessment Capability of Teachers

Abstract

This study examined the influence of instructional leadership and technological competence on the educational assessment capability of public-school teachers in Kitaotao Districts 2 and 3, Division of Bukidnon, during the second term of School Year 2025–2026. A stratified random sampling technique was employed, involving 310 public elementary and secondary school teachers as respondents in a descriptive-correlational research design using a survey questionnaire. The findings revealed that teachers exhibit very high levels of instructional leadership and high levels of technological competence. In addition, their educational assessment capability was rated very high in both formative and summative assessment practices. Results further showed significant positive relationships among the variables. Instructional leadership and technological competence were both significantly correlated with educational assessment capability. Moreover, regression analysis confirmed that adaptability, sustainability, and significantly predict teachers’ assessment capability. These results indicate that strengthening leadership practices and enhancing technology integration contribute to more effective assessment of student learning and improved instructional quality.