📄 Abstract
This study examined the relationship between instructional leadership competencies and high-performing school practices among selected higher education institutions in Pagadian City. Specifically, it assessed instructional leadership competencies in terms of assessment for learning, developing learning programs, implementing programs for instructional improvement, and instructional supervision, as well as high-performing school practices in terms of vision and leadership, ambitious standards, commitment to equity, and high-quality teachers and leaders. The study employed a descriptive-correlational research design involving school administrators and faculty members from selected private higher education institutions. Data were collected using a validated researcher-made questionnaire and analyzed using frequency counts, weighted mean, independent samples t-test, and Pearson Product-Moment Correlation Coefficient. The findings revealed that instructional leadership competencies and high-performing school practices were generally rated at a high level, with significant positive relationships observed between the study variables, indicating that stronger instructional leadership competencies contribute to the development of high-performing schools. The study concludes that enhancing instructional leadership through continuous professional development, collaborative governance, and evidence-based management practices is essential in promoting institutional effectiveness and academic excellence among higher education institutions in Pagadian City.
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📚 How to Cite:
Dr. Jose Arnie F. Quilla , INSTRUCTIONAL LEADERSHIP COMPETENCIES AND HIGH-PERFORMING SCHOOL PRACTICES AMONG SELECTED HIGHER EDUCATION INSTITUTIONS IN PAGADIAN CITY , Volume 12 , Issue 8, August 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 89 - 93 , DOI: https://doi.org/10.36713/epra28827