📄 Abstract
This study examined the moderating role of instructional leadership support on the relationship between career integrity and instructional competence among public elementary school teachers in Talomo West District, Davao City. Using a non-experimental quantitative design with a descriptive-correlational technique, the study surveyed 262 randomly selected teachers. Results revealed that career integrity and instructional competence were both rated as moderately extensive, with principle-based liability and ethically oriented practices emerging as their most evident indicators. Instructional leadership support was also found to be moderately extensive, though inconsistently practiced. A significant positive relationship was established between career integrity and instructional competence, with duty of integrity showing the strongest correlation. However, ethical resilience showed the weakest association, highlighting the need for reinforcement in managing ethical challenges. The study further confirmed that instructional leadership support significantly moderates the relationship, though its misalignment may weaken the impact of career integrity on competence. This supports Kohlberg’s Moral Development Theory and Rest’s Four-Component Model while partially contradicting Deci and Ryan’s Self-Determination Theory, as overly directive support may reduce teacher autonomy. The findings suggest that leadership must be empowering and ethics-focused to enhance teachers' professional practice.
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📚 How to Cite:
Sime T. Caballero , THE MODERATING EFFECT OF INSTRUCTIONAL LEADERSHIP SUPPORT ON THE RELATIONSHIP BETWEEN CAREER INTEGRITY AND INSTRUCTIONAL COMPETENCE OF TEACHERS , Volume 13 , Issue 6, June 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 349 - 356 ,