School heads’ leadership practices, such as how they set direction, support instruction, and build trust, are consistently linked to teachers’ work satisfaction, which in turn shapes motivation, commitment, and retention. The main objective of this study was to determine the School Heads’ Instructional Leadership Practices and Teachers’ Work Satisfaction in selected districts of the Division of Bukidnon during the School Year 2026–2027. Specifically, this aimed to find out the level of respondents’ perception of school heads’ instructional leadership practices; ascertain the level of work satisfaction in terms of the motivator factor; and determine whether a relationship exists between school heads’ instructional leadership practices and teachers’ work satisfaction in terms of the hygiene factor and as well as motivator factor. The study used a descriptive-correlational design and included two hundred five (205) Key Stage 2 teachers selected through universal sampling. Data were collected using a researcher-made questionnaire and analyzed using weighted mean, Pearson correlation, and multiple regression. Findings showed that instructional leadership was highly practiced, especially in aligning the school vision. Teachers also reported high job satisfaction in both hygiene and motivator factors. Instructional leadership was positively related to teachers’ work satisfaction. It also significantly predicted work satisfaction, with school vision alignment being the strongest predictor. It is concluded that instructional leadership is most effective when school heads ensure that the school’s mission and academic goals are perfectly aligned with the school-wide program and the current DepEd curriculum standards. School heads should improve teamwork, teaching, resource use, staff training, recognition, and the school environment.
This study examined the relationship between teachers’ pedagogical approaches and the Kindergarten learners’ reading performance in selected schools in the Division of Cagayan de Oro. It assessed five approaches: context support, ICT integration, language experience, phonemic awareness, and the whole-word approach. It also evaluated learners’ performance in comprehension, phonics, and vocabulary. Using a descriptive-correlational research design, the study involved 115 Kindergarten teachers and 230 learners. Data were gathered through a modified questionnaire and standardized test, then analyzed using descriptive statistics and Pearson’s Correlation Coefficient. The findings revealed that teachers demonstrated a very high level of pedagogical approaches, with the whole-word approach rated highest and language experience lowest. Meanwhile, learners achieved satisfactory reading performance, with comprehension as their strongest area and vocabulary as their weakest. However, no significant relationship was found between teachers’ pedagogical approaches and learners’ reading performance. The study concluded that teachers were well-equipped to facilitate reading instruction through various strategies. It recommended providing more opportunities for learners to connect reading and writing activities with their personal experiences, interests, and real-life situations. Teachers were also encouraged to explore alternative instructional practices that address learners’ specific reading needs and improve their overall reading performance.
