Abstract
This study determined the level of instructional leadership skills of school heads in a large Schools Division in Western Visayas during the School Year 2023–2024 as a basis for a leadership development plan. A descriptive research design was employed, utilizing a researcher-developed survey questionnaire to gather data from 105 teachers. The instrument was validated using the evaluation criteria of Carter V. Good and Douglas E. Scates, while reliability testing was conducted with 30 teachers from another district using Cronbach’s Alpha. Data were analyzed using descriptive and comparative statistical techniques, including frequency, percentage, and mean, as well as the Mann–Whitney U test to determine significant differences across groups. Findings revealed that the respondents perceived school heads to possess a very high level of instructional leadership skills, particularly in guiding teaching and learning processes, setting academic goals, supporting teacher development, and monitoring student progress. However, variations were observed in leadership and conflict resolution skills when school heads were grouped according to educational qualifications and plantilla positions. School heads with higher educational attainment and senior plantilla posts demonstrated significantly stronger leadership and conflict management competencies than those with lower qualifications and junior posts. The study concludes that while instructional leadership among school heads is generally strong, targeted professional development remains essential, particularly in areas such as decision-making, communication, and conflict resolution. Strengthening these areas is expected to enhance school leadership effectiveness, foster positive school climates, and improve overall educational outcomes.
Keywords: Instructional leadership skills, school heads, leadership development plan, conflict resolution, decision-making, philippines