Resource Enablement, Organizational Behavior, and Instructional Leadership Orientation on School Leaders’ Administrative Support Responsiveness in National Assessments

Abstract

This study examined the influence of Instructional Leadership Orientation (ILO), Resource Enablement Capacity (RE), and Organizational Citizenship Behavior (OCB) on Administrative Support Responsiveness (ASR) in national assessments among school leaders in the Division of Valencia City. Employing a quantitative, non-experimental descriptive-correlational design, data were gathered from 230 school leaders selected through convenience sampling during School Year 2025–2026. Standardized and validated instruments with high reliability (α = 0.975–0.979) were used. Mean, Pearson r, and multiple regression analysis were utilized to analyze the data.
Findings revealed that school leaders demonstrated high levels of resource enablement (M = 4.403), organizational citizenship behavior (M = 4.488), instructional leadership orientation (M = 4.508), and administrative support responsiveness (M = 4.480), all interpreted as highly to exceptionally manifested. Correlation analysis showed significant positive relationships between ILO (r = 0.733), RE (r = 0.658), and OCB (r = 0.656) with ASR (p < 0.01). Regression analysis indicated that managing the instructional program, resource allocation support, defining the school mission, and altruism significantly predicted ASR, collectively explaining 61.2% of its variance (R² = 0.612). The study concludes that administrative responsiveness is strongly influenced by instructional leadership practices, resource alignment, and voluntary organizational behaviors. It further highlights that technical instructional management is the strongest predictor of effective data-driven school responsiveness. The findings underscore the importance of integrating leadership competencies to enhance sustained improvement in national assessment outcomes.