Abstract:

This quantitative study explores teachers’ perceptions of instructional leadership and its impact on teacher performance. The research employed a non-experimental research design and surveyed 455 teachers (n=455) from the Tafo Municipal Education Directorate to complete an online survey. The survey consisted of Likert-scale items distributed via Qualtrics to all selected teachers in the municipality (N = 455) in September 2025.

The survey Item asked participants to rate their perceptions of instructional leadership and the link to their performance in the classroom. Responses were scored on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Approximately 42.9% (n=99) of the participants were aged 40-49 years, 32.9% (n=76) had 11-15 years of teaching experience, and 57.6% (n=133) were male.

A Pearson correlation was conducted to investigate whether there is a relationship between teachers' perceptions of instructional leadership and the impact on teacher performance.

Preliminary results revealed that participants' mean score for teachers indicates a notable difference in perceptions of instructional leadership.

Perceptions of leadership had (M=17.63, SD = 3.24), suggesting that teachers generally reported slightly higher perceptions of instructional leadership compared to performance (M=16.69, SD = 3.37), indicating the general level of perceived performance among the teachers in the sample. Table 4 presents the results.

The Pearson correlation analysis indicated a positive but weak relationship between teachers’ perceptions of instructional leadership and teacher performance (r = .281, p < .001). Although teachers who reported more positive perceptions of instructional leadership tended to demonstrate slightly higher performance levels, the coefficient of determination (r² = 0.079) revealed that instructional leadership perceptions explain only 7.9% of the variance in teacher performance. This suggests that while instructional leadership contributes to teacher effectiveness, it is not the sole determinant of performance.

Keywords:

Instructional leadership, teacher, impact, performance.