Unpacking Instructional Leadership Questionnaires

Department of Education
Region IV-A CALABARZON

Schools Division of Quezon
NAME OF SCHOOL
Date
Name of Principal
The School’s Principal
Name of School
Madame:
Greetings of Peace!
I am at present conducting a proposal for a Graduate Research Paper entitled

“UNPACKING THE INSTRUCTIONAL LEADERSHIP PRACTICES AMONG PUBLIC
ELEMENTARY SCHOOL PRINCIPALS IN THE NEW NORMAL”.
In this connection, may I be allowed to conduct the Graduate Research Paper on

your school (name of school)? School head for the School Year 2022-2023 will be the
respondents of my study. I will make sure that I will follow the guidelines of IATF
Protocols.
Your favourable action on this request will be highly appreciated.
Thank you very much.

Very respectfully yours,
__________________
Teacher I
Researcher
Noted:
__________________________________
School Head
Approved by:
NAME OF PRINCIPAL
Principal School
Sir/Madame:
Greetings of Peace!
I am at present conducting a proposal for a Graduate Research Paper entitled

“UNPACKING THE INSTRUCTIONAL LEADERSHIP PRACTICES AMONG PUBLIC
ELEMENTARY SCHOOL PRINCIPALS IN THE NEW NORMAL”.
In this connection, I am requesting your favourable response to conduct my

Graduate Research Paper on your school (name of school)? It will be a big help to
pursue my career as a professional teacher.
Thank you very much.
Very respectfully yours,
_____________________
Teacher I
Researcher
Name: _________________________________ (optional)
PART I. RESPONDENT DEMOGRAPHIC PROFILE

Directions: Kindly supply the needed information by indicating a check (/) on the blank
provided.
Age Highest Educational Attainment
_____ 21 – 30 years old _____ Doctorate Degree
_____ 31 – 40 years old _____ With Doctoral units
_____ 41 – 50 years old _____ Master’s Degree
_____ 51 – 60 years old _____ With Masters units
_____ 61 years old and above _____ Bachelor’s Degree
Gender Experience of Being a School Head

_____ Male _____ 1-5 Years
_____ Female _____ 6-10 Years
_____ 11-15 Years
_____ 16-20 Years
Current Position
_____ Principal IV
_____ Principal III
_____ Principal II
_____ Principal I
_____ Teacher III
_____ Teacher II
PART II. DIFFERENT INSTRUCTIONAL LEADERSHIP OF SCHOOL HEADS
APPLIED IN NEW NORMAL EDUCATION
Directions: Below are Indicators that describe the specific Instructional Leadership
practices of the elementary school principal, it describes how his/her work manifest
evidence. Put a tick how frequently you use the following instructional leadership
practices that you express in times of new normal using the following scales:
5 – Always (Very Frequently)

4 – Often (Frequently)
3 – Sometimes, (Occasionally)
2 – Rarely (Seldom)
1 – Never (At no time)
A. Instructional Leadership Practices Applied in Reading.
Instructional Leadership in Reading 5 4 3 2 1

1. I always ask the teachers to use the story telling in using
the vocabulary words in identifying the selection that the
students read.
2. I Provides funding to build classroom libraries
I Provides resources for reading interventions that may use
by the teachers in improving the reading comprehension of
the students
3. I ask the teachers to use the “scan the book and write
questions” about the selection that the students want to be
answered after reading.
4. I Facilitates for professional development for teachers
5. I Provides opportunities for teachers to attend conferences

and trainings
6. I always Participates in analysis of reading
assessment/data/instructional decisions
7. I Interacts informally regarding curriculum and instruction
8. I always check lesson plans and provides feedback
regarding reading instruction
9. I Uses Observation Walk-Through for Reading to ensure
reading instruction is occurring in all classrooms at all
grade levels
10. I always Listens to children read frequently (time is spent
on a weekly basis listening to children read)
11 I Protects the 90/120-minute reading block
12 I always check Interaction among faculty to identify the
reading gaps of the students
B. Instructional Leadership Practices Applied in Numeracy.
Instructional Leadership Practices Applied in Numeracy. 5 4 3 2 1
1. I share my pedagogical understanding of mathematics and

how this understanding impacts the ways in which I
support my teachers in teaching mathematics
2. I provide effective instructional models for teachers to
support non-numerates implementation in the classroom
setting.
3. I demonstrate expertise around high-quality instruction that
enables students understand the direction in answering
mathematics question.
4. I establish professional learning as a priority and
maintaining teacher communities in contributing student
mathematical achievement.
5. I allowed my mathematics teachers to attend several

mathematics seminars to gain others techniques in
improving numeracy.
6. I always set LAC Session to discuss Mathematics
performance results with the faculty to identify Numeracy
strengths and weaknesses
7. I create positive perceptions about math instructions that
may use of my mathematics teachers to boost
mathematics performance of the students.
8. I identify teachers in the building who are passionate about
math to build instructional capacity that may use by others.
9. I set the Common Core State Standards for Mathematical
Practice as a foundation for engaging all students in the
mathematics they are learning.
10. I make sure that the school promotes math-themed bulletin
boards, visual and student products to promote students’
interest in mathematics.
11 I regularly communicate parents to share the school
visions on mathematics.
12 I always say to my teachers that use mathematics learning
in context that mathematics subject must be alive in
teaching.
C. Instructional Leadership Practices Applied in MPS
To what extent do you . . . ? 5 4 3 2 1

1. Develop a focused set of annual school-wide goals
2. Frame the school's goals in terms of staff responsibilities

for meeting them
3. Use needs assessment or other formal and informal

methods to secure staff input on goal development
4. Use data on student performance when developing the

school's academic goal
5. Develop goals that are easily understood and used by
teachers in the school
6 Monitor the classroom curriculum to see that it covers the

school's curricular objectives
7 Assess the overlap between the school's curricular
objectives and the school's achievement tests
8 Use tests and other performance measure to assess
progress toward school goals
9 Communicate the school's mission effectively to members
of the school community
10 Discuss the school's academic goals with teachers at
faculty meetings
11 Ensure that the classroom priorities of teachers are
consistent with the goals and direction of the school
12 Review student work products when evaluating classroom
instruction
13 Conduct informal observations in classrooms on a regular
basis (informal observations are unscheduled, last at least
5 minutes, and may or may not involve written feedback or
a formal conference)
14 Point out specific weaknesses in teacher instructional
practices in post-observation feedback (e.g., in
conferences or written evaluations)
15 Refer to the school's academic goals when making
curricular decisions with teachers
16 Make clear who is responsible for coordinating the
curriculum across grade levels (e.g., the principal, vice
principal, or teacher-leaders)
17 Ensure that the school's academic goals are reflected in
highly visible displays in the school (e.g., posters or bulletin
boards emphasizing academic progress)
18 Refer to the school's goals or mission in forums with
students (e.g., in assemblies or discussions)
19 Limit the intrusion of extra- and co-curricular activities on
instructional time
20 Encourage teachers to use instructional time for teaching
and practicing new skills and concepts
PART III. DIFFERENT PERFORMANCE LEVEL IN THE INSTRUCTIONAL

LEADERSHIP OF SCHOOL HEADS FOCUSING ON TEACHING AND LEARNING IN
NEW NORMAL EDUCATION
Directions: The following are the different performance level of school head in
instructional leadership focusing on teaching and learning in new normal education. Put
a tick how regularly the following assessment to evaluate the learner’s reading
comprehension ability using the following scales:
4 – Highly Practiced (Very Frequently)

3 – Rarely Practice, (Frequently)
2 – Moderately Practice (Occasionally)
1 – Never (At no time)
Performance level when it comes to READING, NUMERACY 4 3 2 1

and MPS
1. I always support teachers’ instructional methods and their
modifications of instructional approaches and materials
2. I always allocate resources and materials providing that it
may help the students to improve their academic
performance
3. I always visit classrooms for instructional purposes
4. I always solicit and provide feedback on instructional
methods and techniques of other schools to benchmark in
my colleagues.
5. I can often see and find potentials and opportunities even
amidst the problems.
6. I create an environment where teachers can realize their
peak performance and have the freedom of creativity
7. I lead in the creation of an innovation vision shared by all
members of the organization
8. I ensure that the vision becomes reality by stating clear
goals, outlining a strategic plan for achieving those goals.
9. I generate ideas and explore opportunities that encourage
teachers to come up with their own ideas
10. I provide continuous guidance on innovation related to
education
11. I lead to use data and faculty input to determine staff
development activities that strengthen teachers’
instructional skills
12 I allow them to propel innovation and show initiative which
is the key to successful workplace revival
PART IV. Interview Guide Questions

1. How do the school principals describe their lived experiences in the
implementation of instructional leadership functions in the new normal?
Sub-Questions:
1.1 What is your definition of instructional leadership?
1.2 How would you describe the instructional leadership practices in this new
normal set-up?
1.3 How do you describe your instructional leadership practice of defining the
school mission and vision in this pandemic situation?
1.4 As a school head, what is your significant/s experiences in new normal
education?
1.5 As an educator, what is/are the positive impact of new normal education in
your profession?

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Department of Education

Region IV-A CALABARZON

I am at present conducting a proposal for a Graduate Research Paper entitled

In this connection, may I be allowed to conduct the Graduate Research Paper on

Your favourable action on this request will be highly appreciated.

Thank you very much.

I am at present conducting a proposal for a Graduate Research Paper entitled

In this connection, I am requesting your favourable response to conduct my

Thank you very much.

Very respectfully yours,

Name: _________________________________ (optional)

PART I. RESPONDENT DEMOGRAPHIC PROFILE

Gender Experience of Being a School Head

5 – Always (Very Frequently)

A. Instructional Leadership Practices Applied in Reading.

Instructional Leadership in Reading 5 4 3 2 1

5. I Provides opportunities for teachers to attend conferences

B. Instructional Leadership Practices Applied in Numeracy.

Instructional Leadership Practices Applied in Numeracy. 5 4 3 2 1

1. I share my pedagogical understanding of mathematics and

5. I allowed my mathematics teachers to attend several

C. Instructional Leadership Practices Applied in MPS

To what extent do you . . . ? 5 4 3 2 1

2. Frame the school's goals in terms of staff responsibilities

3. Use needs assessment or other formal and informal

4. Use data on student performance when developing the

6 Monitor the classroom curriculum to see that it covers the

PART III. DIFFERENT PERFORMANCE LEVEL IN THE INSTRUCTIONAL

4 – Highly Practiced (Very Frequently)

Performance level when it comes to READING, NUMERACY 4 3 2 1

PART IV. Interview Guide Questions

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