Descriptive-correlational analysis reveals instructional leadership significantly enhances classroom practices among teachers in rural areas.
Key Points
Instructional leadership improves classroom practices, indicating a crucial role in enhancing teaching quality.
Correlation analysis shows a strong positive relationship between instructional leadership and classroom practices (r-value = 0.468, p < 0.001).
Using a descriptive-correlational design, the study surveyed 130 elementary teachers in Montevista District, assessing leadership influence on teaching.
Findings suggest strategic supervision and curriculum coordination are key to effective classroom instruction, highlighting the need for supportive leadership.