Instructional Leadership and Faculty Self-Efficacy as Predictors of Students’ Achievement

This study’s primary focus is on analyzing the levels of instructional leadership and faculty self-efficacy within a sample of randomly selected colleges and institutions in the National Capital Region. The major objective is to lay a framework for the improvement of the institutional faculty plan, which will serve as the basis for future work. The research utilized a descriptive inferential quantitative technique and utilized a survey questionnaire with two sections: Part I, which profiled respondents based on age, gender, work status, greatest educational attainment, duration of service for professors, and year level for students. Part II consisted of closed-ended questions. The respondents consisted of 150 pupils and 150 teachers who were chosen through a random selection process. Using statistical procedures such as the weighted mean and the T-test, the acquired data went through a process of analysis that included tallying, tabulating, and interpreting. The findings suggest that there is a strong positive link between the dimensions of instructional leadership and the components of faculty self-efficacy; as a result, the null hypothesis can no longer be accepted. As a consequence of this, the findings of the study contribute to the enhancement of the institutional faculty development plan. The findings of this study have important repercussions for educational institutions that are working to strengthen their faculty development programs and to improve the quality of the learning environment as a whole.