SCHOOL LEADERSHIP PRACTICES AND THE USE OF EFFECTIVE MATHEMATICS TEACHING STRATEGIES IN ELEMENTARY CLASSROOMS, LINGIG II DISTRICT, DIVISION OF SURIGAO DEL SUR: A DESCRIPTIVE–CORRELATIONAL STUDY

EDUCATIONAL MANAGEMENT

This study examined the relationship between school leadership practices and the use of effective Mathematics teaching strategies among elementary teachers in Lingig II District, Division of Surigao del Sur. It focused on five dimensions of school leadership: instructional supervision, professional support for teachers, monitoring and feedback, resource management, and encouragement of instructional innovation. It also assessed teachers’ use of the concrete–pictorial–abstract (CPA) approach, varied teaching methods, instructional materials, differentiated instruction, and formative assessment. A quantitative descriptive–correlational design was employed. Through total enumeration, all 21 elementary teachers handling Mathematics in three public schools—Barcelona Central Elementary School, Guitamondoc Elementary School, and Sunrise Integrated School—participated. Data were gathered using an adapted questionnaire with five-point response scales and were analyzed using means, standard deviations, and the Pearson product–moment correlation coefficient. Findings showed that school leadership practices were consistently demonstrated at a very high level (overall M = 4.83). Professional support for teachers and encouragement of instructional innovations obtained the highest domain means (M = 4.87 each), while monitoring and feedback received the lowest, though still very high, mean (M = 4.74). Teachers’ use of effective Mathematics teaching strategies was also high overall (M = 4.40). Formative assessment was the most frequently used strategy (M = 4.80), followed by differentiated instruction (M = 4.57) and the CPA approach (M = 4.45). Integration of instructional materials (M = 4.06) and varied teaching methods (M = 4.12) were comparatively less frequent. Pearson correlation analysis yielded a moderate positive relationship between school leadership practices and the use of effective Mathematics teaching strategies (r = 0.449, p = 0.041), leading to the rejection of the null hypothesis at the 0.05 level. The findings suggest that supportive and improvement-oriented leadership is associated with teachers’ greater use of effective Mathematics strategies. However, the comparatively lower ratings for varied methods and instructional materials point to practical areas for targeted professional learning, resource support, and collaborative instructional planning. Since the study is correlational and involves a small district-based group, the results should be interpreted as evidence of association rather than causation.

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