Instructional Leadership and Emotional Resilience on Teachers’ Competence

Instructional Leadership and Emotional Resilience on Teachers’ Competence

Cris May Jane S. Nalasa., Aprell L. Abellana., Raul C. Orongan

College of Education Graduate Studies, Central Mindanao University Musuan Maramag Bukidnon, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0306

Received: 20 May 2025; Revised: 27 May 2025; Accepted: 30 May 2025; Published: 01 July 2025

ABSTRACT

This study examined the relationship of the instructional leadership and emotional resilience on teachers’ competence among educators in Valencia City during the 2024–2025 school year. Employing a descriptive-correlational research design, the study assessed teachers’ instructional leadership (developing and communicating shared goals, mentoring and feedback, professional development), emotional resilience (personal competency, spiritual influences, family cohesion, peer support), and competence (mastery of subject matter, teaching skills, communication, classroom management, evaluation). Data were collected using standardized questionnaires and analyzed through descriptive statistics, Pearson correlation, and multiple regression. Results revealed that teachers consistently demonstrated high levels of instructional leadership and emotional resilience, with family cohesion and spiritual influences as the strongest contributors. Teachers’ competence was also rated highly across all measured domains. Significant positive correlations were found between teachers’ competence and both instructional leadership (r = .522, p < .001) and emotional resilience (r = .414, p < .001). Regression analysis identified developing and communicating shared goals as the strongest predictors of teacher competence. The findings highlight the importance of a unified vision, continuous professional growth, and robust social and familial support in fostering teacher effectiveness.

Keywords: Keywords: Professional Development, Shared Goals, Family Cohesion, Peer Support, Teacher Effectiveness

INTRODUCTION

Teacher competence is undeniably the cornerstone of educational quality and student achievement, yet in the Philippines, it remains a critical and unresolved challenge that threatens the country’s educational progress. Despite numerous reforms, professional development programs, and increased investments, Filipino teachers continue to face significant difficulties in adapting to rapid curriculum changes, integrating technology, and addressing diverse learner needs (DepEd, 2023). These challenges are compounded by systemic issues such as underperforming teacher education institutions (TEIs), inadequate and often misaligned professional development systems, and unclear career progression pathways, which collectively undermine teachers’ mastery of subject matter, pedagogical skills, classroom management, and assessment capabilities (PIDS, 2023). The persistently low passing rates in the Licensure Examination for Teachers (LET) further highlight the quality gaps in teacher preparation and readiness, with teacher education consistently recording some of the lowest passing rates compared to other disciplines (PIDS, 2025). This situation directly impacts classroom effectiveness and student learning outcomes, contributing to the Philippines’ dismal performance in international assessments like PISA and TIMSS, underscoring a deep and systemic learning crisis (PIDS, 2023).

Addressing these persistent issues requires a dual focus on instructional leadership and emotional resilience as key enablers of teacher competence. Instructional leadership is the proactive and intentional actions taken by educators to enhance teaching and learning within their classrooms and across their school community.  Studies shows that practices of instructional leadership have helped teachers perform better at work (Arisah et al., 2023) this indicate that teachers’ instructional leadership—demonstrated through their ability to guide students effectively, adapt teaching methods, and foster a productive learning environment—enhances their overall performance. When teachers take initiative in refining their instructional strategies, mentoring students, and continuously improving their practice, they become more competent and impactful in delivering quality education.

In parallel, emotional resilience is a vital personal resource that enables teachers to cope with the emotional and professional stresses inherent in their roles. According to Rachmad (2024), emotional resilience refers to a person’s capacity to manage difficult circumstances while maintaining composure and optimism. Teachers with high emotional resilience are better able to manage classroom challenges, maintain motivation, and sustain their competence over time despite external pressures such as workload, policy changes, and student behavioral issues. Emotional resilience supports teachers in adapting their instructional approaches, communicating effectively under stress, and persistently engaging in reflective evaluation of their practices. Schools that foster emotional resilience through supportive policies and targeted interventions contribute to a more stable and competent teaching workforce, reducing burnout and turnover Arisah et al., (2023). Hence, emotional resiliency produces job satisfaction, responsiveness, effectiveness, self-efficacy, a sense of pride, a sense of agency, interpersonal relationships, competency, autonomy, optimism, positive interpersonal emotions, empathy, and emotionally intelligent teachers.

This study was conducted to assess the relationship between instructional leadership and emotional resilience towards the competence of teachers in the Department of Education in the Division of Valencia City.

Statement of the Problem

1. What is the level of instructional leadership of teachers in terms of:
   1. Developing and communicating shared goals
   2. Mentoring and providing feedback
   3. Promoting professional development?
2. What is the level of emotional resilience of teachers in terms of:
   1. Personal competency
   2. Spiritual Influences
   3. Family cohesion
   4. Peer support?
3. What is the level of competence of teachers in terms of:
   1. Mastery of the subject matter
   2. Teaching skills
   3. Communication skills
   4. Classroom management skills
   5. Evaluation skills?
4. Is there a significant relationship between competence of teachers and:
   1. Instructional leadership; and
   2. Emotional resilience?
5. Which of the following variables, singly or in combination, best predict competence of teachers?

Objectives of the Study

The study assessed the effects of instructional leadership and emotional resilience on teachers’ competence. Specifically, it aimed to:

1. assess the level of instructional leadership of teachers in terms of:
   1. Developing and Communicating shared goals
   2. Mentoring and Providing Feedback
   3. Promoting Professional Development
2. measure the level of emotional resilience of teachers in terms of:
   1. Personal competency
   2. Spiritual Influences
   3. Family Cohesion
   4. Peer support
3. evaluate the level of competence of teachers in terms of:
   1. Mastery of the subject matter
   2. Teaching skills
   3. Communication skills
   4. Classroom management skills
   5. Evaluation skills
4. Correlate instructional leadership and emotional resilience to teachers’ competence.
5. identify the variables, singly or in combination, that best predicts competence of teachers.

Significance of the Study

This study on instructional leadership and emotional resilience in relation to teachers’ competence is very important as it gives valuable insights into the aspects that influence teachers’ professional competence in the classroom.

For the DepEd Higher Officials, the study would provide with evidence-based insights to inform policies and programs that strengthen teacher effectiveness and well-being across schools.

The study would also provide valuable insights to school administrators by highlighting the influence of instructional leadership and emotional resilience on teacher competence. This knowledge can inform the design of training programs that effectively support teachers in enhancing both their technical skills and emotional well-being.

Moreover, this study would benefit to the growing body of research on teacher competence by examining its relationship with instructional leadership and emotional resilience. Future researchers may build upon these findings to explore other related factors, such as work motivation, job satisfaction, or student outcomes.

METHODOLOGY

Research Design

This study employed a descriptive-correlational research design to examine the relationship between teachers’ instructional leadership and emotional resilience. A survey was conducted to analyze significant differences in these variables. The study was descriptive in nature as it aimed to assess and characterize the levels of instructional leadership, emotional resilience, and teachers’ competence, providing a comprehensive understanding of their interconnections.

Furthermore, the study utilized the correlational method of research, wherein subjects’ scores on instructional leadership and emotional resilience were measured without any manipulation. This approach allowed for the identification of potential relationships between instructional leadership, emotional resilience, and teachers’ competence, providing valuable insights into their interconnections.

Research Respondents

The participants in this study comprised of 254 public-school teachers within the Valencia City Division, representing diverse experiences and backgrounds.

Instruments:

A structured questionnaire was developed, comprising sections on:

• Instructional Leadership: measuring developing and communicating shared goals, monitoring and providing feedback, promoting professional development.
• Emotional Resilience: personal competency, family cohesion, spiritual influence, peer support.
• Teachers’ competence: mastery of the subject matter, teaching skills, communication skills, classroom management skills, evaluation skills.

Validity and reliability were established through expert review and pilot testing.

Data Gathering Procedure

In gathering relevant data for this study, A formal letter was addressed to the Schools Division Superintendent of Valencia City to seek consent for the researcher to conduct the study. An adopted questionnaire was distributed to the participants. Adequate time was provided for participants to complete the questionnaires to ensure accurate and valid results; however, these questionnaires did not undergo further reliability and validity assessment since they were already validated instruments. Participation in the research was voluntary, and informed consent was obtained from all participants to guarantee their confidentiality throughout the study. Once the questionnaires were completed, the researchers tabulated the results and conducted statistical analyses to interpret and discuss the findings comprehensively. This structured approach enhanced the reliability of the data collected while respecting participants’ rights and ensuring ethical standards in research practices.

Statistical Techniques

To ensure valid and reliable interpretation of the data, this study employed descriptive statistics, including means, standard deviations, and frequency distributions, to effectively describe and summarize the levels of instructional leadership and emotional resilience among teachers. These statistical measures provide a comprehensive overview of the data, allowing for a clear understanding of the central tendencies and variability within the sample.

Additionally, Pearson correlation analysis will be utilized to explore the relationships between instructional leadership, emotional resilience, and teachers’ competence. This correlation analysis will help identify the strength and direction of these relationships, offering insights into how these variables interact with one another. Furthermore, multiple regression analysis will be employed to determine which variables serve as the best predictors of teachers’ competence. By examining the contributions of instructional leadership and emotional resilience in predicting competence, this analysis will provide valuable information for developing targeted interventions aimed at enhancing teacher effectiveness.

Hypothesis of the Study

The following are the hypotheses of the study to be tested at 0.05 level:

Ho1: There is no significant relationship of instructional leadership and emotional resilience on teachers’ competence

Ho2: There is no variable, singly or in combination, that best predict the teachers’ competence.

RESULTS AND DISCUSSION

In instructional leadership, the results of the study revealed that teachers’ instructional leadership is consistently “Very High.” This conclusion is based on their responses regarding their experiences in instructional leadership, specifically in developing and communicating shared goals (mean = 4.61), mentoring and providing feedback (mean = 4.57), and promoting professional development (mean = 4.56). It highlights that teachers consistently demonstrate strong instructional leadership across these core areas, all rated at the highest levels. This consistent demonstration of instructional leadership is critical, as it directly influences teaching quality and student outcomes by aligning instructional efforts and supporting continuous professional growth. These findings align with recent research emphasizing the importance of instructional leadership in enhancing teacher effectiveness. For instance, Robinson, Lloyd, and Rowe (2015) found that instructional leadership positively impacts student achievement by fostering shared goals and providing targeted feedback that supports teacher development. Similarly, Leithwood and Sun (2018) highlighted that effective instructional leaders promote professional learning communities and ongoing development, which are essential for sustaining instructional improvement. Together, these studies reinforce the crucial role of instructional leadership practices, such as those reflected in the data, in cultivating a high-performing educational environment.

Meanwhile, in the emotional resilience the result showed that teachers exhibit consistently high emotional resilience, with particularly strong support from family cohesion (4.642) and spiritual influence (4.593), while personal competency (4.388) and peer support (4.352) also contribute significantly. This data aligns with recent research emphasizing the critical role of emotional resilience in educators’ professional lives. For example, Gu and Day (2019) highlight that strong family support and spiritual beliefs provide emotional stability and meaning, which are vital for teachers facing occupational stress. Additionally, Mansfield et al. (2016) found that personal competencies such as self-efficacy and peer support networks significantly enhance teachers’ resilience, enabling them to maintain motivation and effectiveness. Together, these studies support the conclusion that emotional resilience, bolstered by both internal capacities and external relationships, is crucial for teachers’ sustained well-being and success in their roles.

The level of teachers’ competence has been rated as highly competent.. The following areas are, teachers’ teaching skills (3.712), classroom management skills (3.69), communication skills (3.689), evaluation skills (3.687) and mastery of the subject matter (3.671). This data indicates that teachers consistently demonstrate high professional competence across key domains. This result shows teachers exhibiting consistently high levels of competence in critical domains such as Teaching Skills, Classroom Management, Communication, and Evaluation, aligns with recent research emphasizing the importance of these competencies in effective teaching. For instance, Darling-Hammond et al. (2017) highlight that proficient teaching skills and classroom management are foundational to creating a conducive learning environment that supports student achievement. Similarly, a study by Hattie (2015) underscores the critical role of communication skills and formative evaluation in enhancing instructional effectiveness and student engagement. These findings corroborate the present study’s results, suggesting that teachers’ strong performance in these areas is essential for maintaining high professional standards and positively impacting learner outcomes.

Moreover, research by Tschannen-Moran and Hoy (2015) emphasizes that teacher competence, particularly in instructional and evaluative practices, is closely linked to teacher self-efficacy and resilience, which in turn contribute to sustained professional growth and effectiveness. The uniformly high competence levels reported in this study reflect a stable foundation that supports ongoing teacher development and responsiveness to diverse classroom challenges. Thus, the present findings are consistent with contemporary literature that identifies these competencies as vital pillars of effective teaching practice.

When teachers’ competence was correlated with instructional leadership and emotional resilience the result was significantly correlated to teachers’ competence. Given that instructional leadership r= .522, (p<0.000); emotional resilience r=.414, (p<0.000) thus explained to have a positive significant correlation into teachers’ competence. This indicates that teachers who effectively manage emotional challenges and draw on social and spiritual supports tend to perform better professionally. The findings align with recent research emphasizing that instructional leadership motivates and develops teacher skills, while emotional resilience supports sustained performance and well-being. Together, these factors interact to strengthen teacher competence, leading to the rejection of the null hypothesis that no relationship exists. The most important insight is that both strong instructional leadership and emotional resilience are vital, interconnected contributors to teacher competence and effectiveness.

Regression analysis revealed that developing and communicating shared goals (β = .262, t = 4.151, p < 0.000), promoting professional development (β = .169, t = 2.635, p < 0.009), family cohesion (β = .210, t = 3.770, p < 0.000), and peer support (β = .167, t = 2.923, p < 0.004) were significant predictors influencing teachers’ competence. Among these variables, developing and communicating shared goals emerged as the best predictor, with the highest beta coefficient of .262.

CONCLUSION

As based on the findings about this study, the following conclusions were made.

The level of teachers’ instructional leadership being “Very High” means that teachers consistently demonstrate effective leadership by setting clear goals, providing ongoing mentoring and feedback, promoting professional development, fostering collaboration, and creating a supportive learning environment that motivates both students and colleagues toward instructional excellence.

The extent of emotional resilience, interpreted as high, also influences teachers’ competence, meaning that teachers who effectively manage emotional challenges and draw on personal, social, and spiritual resources are better able to maintain well-being, adapt to workplace demands, and perform competently in their professional roles.

The level of teachers’ competence being “highly competent” means that teachers consistently demonstrate strong professional competence across critical areas such as teaching skills, classroom management, communication, evaluation, and subject mastery, highlighting their overall professional effectiveness.

Instructional leadership and emotional resilience are both significantly related to teachers’ competence; the more instructional leadership is demonstrated, coupled with high emotional resilience, the greater the level of teachers’ competence.

The variables that most significantly predict teachers’ competence include developing and communicating shared goals, promoting professional development, fostering family cohesion, and encouraging peer support. Among these factors, the strongest predictor is the ability to develop and effectively communicate shared goals, highlighting the critical role of clear, collective vision and purpose in enhancing teacher performance and overall competence.

RECOMMENDATION

Based on the findings and the conclusion, the following recommendations are suggested:

Educational leaders responsible for teacher development and school improvement initiatives may continue to support and strengthen these leadership practices by providing ongoing training and resources focused on goal-setting, mentoring, feedback, professional development, and collaborative strategies, in order to sustain and enhance a motivating and high-performing learning environment for both students and staff..

School administrators may implement programs and initiatives that foster teachers’ emotional resilience by providing access to resources focused on stress management, peer support, and spiritual well-being. Strengthening these areas will help teachers better manage emotional challenges, maintain their well-being, and enhance their professional competence in the workplace.

The Department of Education Higher Officials may offer teachers to have an ongoing professional development opportunity to stay abreast of best practices in teachers’ competence. This can include workshops, seminars, conferences, and networking events tailored to their specific needs.

School administrators may prioritize developing both instructional leadership and emotional resilience among teachers. This can be achieved through targeted professional development programs that enhance leadership skills and provide support for emotional well-being. Strengthening these areas together will improve teachers’ competence, adaptability, and overall effectiveness in the classroom.

It is also recommended that school administrators may prioritize the development and clear communication of shared goals of teachers within their institutions. Establishing a collective vision fosters alignment, motivation, and collaboration among teachers, which in turn strengthens their professional performance.

Finally, it is recommended that further studies be conducted to explore additional variables not covered in the current research, providing deeper insights into the factors influencing instructional leadership, teachers’ competence on teachers’ capability.

ACKNOWLEDGEMENT

The researcher would like to express her deepest appreciation to the Heavenly Father, whose boundless grace made all things possible throughout the pursuit of this study. She is profoundly grateful for God’s wisdom and steadfast guidance, especially during moments of doubt and discouragement, when she was close to giving up. His unwavering presence has been her source of strength and perseverance.

The researcher also wishes to extend her sincere gratitude to the following individuals who have offered their genuine support and guidance, continually encouraging her to move forward and bring this study to fruition.

Special thanks are due to Dr. Aprell L. Abellana, her professor, whose invaluable guidance, encouragement, and persistent help were instrumental in the completion of this research. Without her expertise and support, this study would not have been possible.

To Dr. Raul C. Orongan, for his invaluable help with the statistical analysis and interpretation of data. His knowledge and guidance played a crucial role in the successful completion of this research.

To the administrators, teachers, and staff of the participating schools, thank you for your collaboration and openness in taking part in this study. Your involvement and sincere feedback were essential to making this research possible.

Heartfelt appreciation is also extended to her colleagues and friends, whose advice and encouragement provided much-needed motivation during challenging times.

Above all, she is deeply indebted to her family-Mama Jane, Papa Cresing, her brother, and sisters-whose love and support have grown even more precious with time. Their unwavering belief in her has been a constant source of inspiration.

Moreover, the researcher acknowledges her husband, Jubert S. Nalasa, and their children, Chad and Julia, who have been her champions and blessings. Their love, patience, and encouragement have inspired her to persevere and succeed.

Finally, she offers her utmost gratitude to the Almighty Heavenly Father for granting her the knowledge, wisdom, strength, good health, guidance, and protection needed to complete this manuscript-and above all, for the gift of life.

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