Abstract:

This study, “Instructional Leadership of BPSU Instructors: Bases for Instructional Development” was conducted to assess the instructional leadership of some selected instructors at the Bataan Peninsula State University. These instructional leaders play the key roles in the attainment of the university’s mission of producing highly qualified and competitive human resources responsive to national and regional development. Robert Mual (2000) said, “for many recent years we have honored the contribution of teachers to our society through awards but the greatest honor we can bestow upon teachers is not the “ Teacher of the Year”, but acknowledging and using their expertise to improve education.” Instructors must be given more opportunities to share their knowledge with other educators, policy makers and the general public. It was this premise that initiated the researcher to assess the instructional leadership of instructors at BPSU as they were the leading initiators of making Bataan a first class university.
This study used the descriptive-correlation method of research. Frequency counting, percentage, mean and the standard deviation were used to describe the profile and the instructional leadership of the selected instructors at the three satellite campuses of BPSU using the stratified random sampling.
Result of the study revealed that the instructors at BPSU were in the age bracket of 42-50 years old; teaching is predominantly a female’s world because majority of the instructors were female and married; there were only two instructors who had finished their doctors degree and a majority was still in the process of finishing their masters degree; majority are in permanent position; only two of the respondents were found to be holding the highest position of assistant professor III and majority are holding instructors position raging from instructor I to instructor III and in the profession for almost 16 years.
As to their instructional leadership skills the respondents received a very satisfactory rating on the following leadership skills namely: formulation of instructional goals and objectives; curriculum development; classroom instructions; instructional time; maintaining high visibility; providing incentives to students; establishing explicit academic standards; and professional development. A satisfactory rating was noted on students development. This was the instructional leadership which received the lowest rating particularly on the items: encourages students’ to participate in worthwhile activities and recommends students with special skills to participate in higher level of activities.
Regression analysis revealed that among the personal profile used in the study only gender was found to be significantly affecting the formulation of classroom goals and objectives. This implies that female instructors were more sensitive on the needs of the students, which was most oftentimes reflected in the formulation of their instructional goals and objectives. Further analysis of the regression revealed that age deposited a negative effect on curriculum development while position held was found to be significantly affecting maintaining explicit academic standards. Other instructional leadership used in the study was not found to be affected by the instructional profile as revealed by regression analysis.

Keywords:

Instructional leadership, goals and objectives, instructional time, curriculum developers, high visibility, explicit academic standards, professional development.