INSTRUCTIONAL and Technological Leadership Behavior of School Heads as Predictors of Professional Development of TEACHERS

Abstract

This research investigates the extent to which school heads' instructional and technological leadership behaviors influence and predict teachers' professional development. A quantitative research design using the descriptive-correlational method was employed. The respondents comprised public secondary school teachers in the Division of Davao Oriental. Adapted questionnaires were used to obtain information from the respondents. The findings revealed that the levels of instructional leadership, technological leadership, and teacher professional development were very high. Further, there are significant relationships between instructional leadership and teachers' professional development, and between technological leadership behavior and teachers' professional development. Furthermore, instructional and technological leadership behaviors significantly influence teachers' professional development.