IJECE Published Articles

Abstract This study examined the predictive influence of instructional leadership and work values on managerial effectiveness among public elementary school heads. The investigation was conducted to address the need for empirical evidence linking leadership behaviors and value orientations to administrative competence in the public elementary school context. The findings served as the basis for developing a structured capability-building framework aligned with professional standards for school leaders. A mixed-method research design was employed. The quantitative component utilized a descriptive–correlational approach to determine levels and relationships among instructional leadership, work values, and managerial effectiveness. The study was conducted in the Schools Division of Iloilo during School Year 2024–2025. From a total population of 920 public elementary school heads, 279 participants were selected using stratified random sampling based on Taro Yamane’s formula. Three validated researcher-made questionnaires were administered using a five-point Likert scale. Reliability testing yielded high internal consistency coefficients. Descriptive statistics, Pearson’s r, and ANOVA were used for data analysis at a 0.05 level of significance. The qualitative component involved focus group discussions with five selected school heads to support the quantitative findings. Results revealed that instructional leadership, work values, and managerial effectiveness were all rated very high. Significant differences in managerial effectiveness were observed when grouped according to levels of instructional leadership and work values. Significant positive relationships were also found among instructional leadership, work values, and managerial effectiveness, indicating that stronger leadership practices and well-established value orientations were associated with higher managerial competence. The study concluded that instructional leadership and work values were significant determinants of managerial effectiveness among public elementary school heads. It was recommended that the Department of Education institutionalize a structured capability-building program integrating instructional leadership development and values-based training. Continuous mentoring, ethics reinforcement, and managerial skills enhancement were further recommended to sustain leadership performance across school divisions. Keywords: Instructional Leadership, Work Values, Managerial Effectiveness, Public Elementary School Heads, Capability-Building Framework