TITLE:
Instructional Leadership and Faculty Self-Efficacy as Predictors of Students’ Achievement
AUTHORS:
Erwin B. Quendangan, Richard Oliver F. Cortez, Leonora T. Malibiran, Mary Jean M. Jayobo
KEYWORDS:
Instructional Leadership, Self-Efficacy, Faculty Self-Efficacy, Predictors of Student Achievement
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.11 No.12,
December
20,
2023
ABSTRACT: This study’s primary focus is on analyzing the
levels of instructional leadership and faculty self-efficacy within a sample of
randomly selected colleges and institutions in the National Capital Region. The
major objective is to lay a framework for the improvement of the institutional
faculty plan, which will serve as the basis for future work. The research
utilized a descriptive inferential quantitative technique and utilized a survey
questionnaire with two sections: Part I, which profiled respondents based on
age, gender, work status, greatest educational attainment, duration of service
for professors, and year level for students. Part II consisted of closed-ended
questions. The respondents consisted of 150 pupils and 150 teachers who were
chosen through a random selection process. Using statistical procedures such as
the weighted mean and the T-test, the acquired data went through a process of
analysis that included tallying, tabulating, and interpreting. The findings
suggest that there is a strong positive link between the dimensions of
instructional leadership and the components of faculty self-efficacy; as a
result, the null hypothesis can no longer be accepted. As a consequence of
this, the findings of the study contribute to the enhancement of the
institutional faculty development plan. The findings of this study have
important repercussions for educational institutions that are working to
strengthen their faculty development programs and to improve the quality of the
learning environment as a whole.