Abstract
This study examined the instructional leadership and performance of school heads in one City Schools Division in Negros Occidental during the School Year 2025–2026. Anchored on Full Range Leadership Theory and Cognitive-Achievement Theory, it determined the extent of instructional leadership practices, differences when grouped according to age, average family monthly income, and highest educational attainment, and the relationship between instructional leadership and performance. Using a descriptive-comparative and descriptive-correlational design, public elementary and secondary school teachers evaluated school heads through a validated questionnaire, while performance data were obtained from the Office Performance Commitment and Review Form (OPCRF). Results showed that school heads demonstrated a very high level of instructional leadership in instructional supervision, learning resource management, and learning assessment and monitoring. No significant differences were found when grouped according to the selected profile variables. Instructional leadership was significantly related to school heads’ performance. The findings highlight the importance of strengthening instructional leadership to enhance school performance and ensure quality education delivery.
Keywords: School heads, performance evaluation, instructional leadership, education full range leadership theory, cognitive-achievement theory