Abstract
This descriptive-comparative study assessed the instructional leadership practices of elementary school teachers as a basis for a proposed capacity-building plan at the medium-sized Division of Western Samar during the School Year 2025-2026. The division comprises fourteen (14) elementary schools, with a total of seventy-nine (79) elementary school teachers who served as respondents in the study, using a validated questionnaire. Data were analyzed using descriptive statistics and the Mann-Whitney U test. The results revealed that teachers demonstrated a very high level of instructional leadership practices across the three domains—setting directions and academic goals, managing curriculum and instruction, and monitoring classroom instruction and providing feedback. This indicates that teachers are actively engaged in leadership roles in the classroom, setting clear goals, ensuring curriculum alignment, and using monitoring and feedback mechanisms to improve teaching and learning. Additionally, no significant differences were found across most variables, indicating consistent practices among respondents.
Keywords: Elementary education, instructional leadership, teaching practices