2025 IJRSE – Volume 14 Issue 17
Available Online: 10 December 2025
Author/s:
Comising, Ezekiel S.*
Nueva Vizcaya State University, Philippines (ezekiel.comising@deped.gov.ph)
Vadil, Carlo F.
Nueva Vizcaya State University, Philippines (drvadil888@yahoo.com)
Abstract:
This study examined the relationship between the instructional coaching leadership practices of school heads and the reflective practices of public elementary school teachers in the Kayapa East District during the academic year 2025–2026. Utilizing a quantitative approach with a descriptive-correlational research design, the study assessed the instructional coaching leadership of school heads across six dimensions: partnership-based collaboration, data-driven instructional improvement, reflective practice and professional growth, emotional intelligence and relational trust, equity-centered coaching, and instructional leadership alignment. Concurrently, teachers’ reflective practices were evaluated based on five dimensions: self-assessment and awareness, evidence-based reflection, collaborative reflection, critical thinking and problem-solving, and continuous professional growth orientation. A sample of 92 teachers was drawn from a population of 119 using Slovin’s formula with a 5% margin of error. Validated instruments—the Instructional Coaching Leadership Practices Questionnaire (ICLPQ) and Teacher Reflective Practice Questionnaire (TRPQ)—were administered, and data were analyzed using descriptive statistics and Pearson’s correlation. Findings revealed that instructional coaching leadership was rated excellent overall (mean = 4.52), with partnership-based collaboration receiving the highest mean. Teachers’ reflective practices were also rated very high (mean = 4.52), with evidence-based reflection emerging as the strongest dimension. A moderate and highly significant correlation (r = 0.673, p = 0.001) was found between instructional coaching leadership and teacher reflective practices, with instructional leadership alignment showing the strongest association. The study concludes that strong instructional coaching leadership fosters enhanced reflective engagement among teachers. Based on identified gaps, an educational management intervention plan was developed, targeting areas such as collaborative dialogue, data-informed decision-making, and professional growth support. The study recommends strengthening coaching strategies, deepening reflective practices, and aligning teaching goals with school-wide objectives to sustain instructional excellence.
Keywords: instructional coaching leadership practices, management intervention, teachers’ reflective practices
DOI: https://doi.org/10.5861/ijrse.2025.25242
Cite this article:
Comising, E. S., & Vadil, C. F. (2025). Instructional coaching leadership of school heads in Kayapa East District and its relationship to teachers’ reflective practices. International Journal of Research Studies in Education, 14(17), 163-182. https://doi.org/10.5861/ijrse.2025.25242
*Corresponding Author