EduHeart We Reflect. We Write. We Transform Lives. Publications
Publications / International Journal of Innovative and Multidisciplinary Research / Vol. 1, No. 2 (2026)
Articles

Lived Experiences of School Leaders in Promoting Effective Teaching and Learning in Basic Education

Dr. Dennis C. Tullao

International Journal of Innovative and Multidisciplinary Research · Vol. 1, No. 2 (2026) · pp. 134-144 · Published 2026-08-30

Read PDF Download PDF
First page of this article
First page

Abstract

This qualitative study examined the experiences of school leaders working to improve teaching and learning in basic education. It aimed to understand how school leaders describe their work, the challenges they face, and how they support teachers' improvement. The study used a research approach focused on understanding school leaders’ thoughts and experiences. The study selected school leaders because they had experience leading schools and working with teachers. The researcher collected information through interviews, where school leaders could share their stories and thoughts. The researcher asked questions to learn even more. The researcher analyzed the information to identify ideas and patterns in what school leaders said. The results showed that school leaders believe improving teaching and learning requires effort. This includes leading teaching, helping teachers work together, adapting, managing resources, and making the school a good place to be. School leaders faced problems such as limited funding, low teacher motivation, resistance to change, diverse student needs, heavy workloads, communication issues, new technology and curriculum demands, and insufficient support from others. To address these problems, school leaders used strategies such as supporting teacher growth, providing training, observing classes, giving feedback, collaborating, securing more resources, using technology, and making data-driven decisions. The study shows that being a good school leader means more than managing things. It means being a guide, a teacher, a helper, a motivator, and a partner in making education. The study suggests that school leaders should focus more on teaching leadership, working with others, involving school leaders, and continuously learning and improving to strengthen teaching and support student learning in basic education.

Publication record

DOI
https://doi.org/10.66206/eduheart.ijimr.28
ISSN
3116-5990
Published
2026-08-30
License
https://creativecommons.org/licenses/by/4.0/
Copyright
© 2026 International Journal of Innovative and Multidisciplinary Research
Publisher
EduHeart Knowledge Network and Publishing, Inc.

Contributors

References

  1. Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221–258. https://doi.org/10.1177/0013161X15616863
  2. Dutta, V., Sahney, S. (2016). School leadership and its impact on student achievement. International Journal of Educational Management, 30(6), 941–958. https://doi.org/10.1108/IJEM-12-2014-0170
  3. He, P., Guo, F., & Abazie, G. A. (2024). School principals’ instructional leadership as a predictor of teacher’s professional development. Asian-Pacific Journal of Second and Foreign Language Education, 9, 63. https://doi.org/10.1186/s40862-024-00290-0
  4. Liu, Y., Li, L., & Huang, C. (2022). To what extent is shared instructional leadership related to teacher self-efficacy and student academic performance in China? School Effectiveness and School Improvement, 33(3), 381–402. https://doi.org/10.1080/09243453.2022.2029746
  5. Pashmforoosh, R., Irby, B. J., Lara-Alecio, R., & Tong, F. (2023). Building school leaders’ instructional leadership capacity through virtual professional leadership learning communities. Frontiers in Education, 8, 1168734. https://doi.org/10.3389/feduc.2023.1168734
  6. Rodrigues, H. P. C., & Lima, J. Á. de. (2024). Instructional leadership and student achievement: School leaders’ perspectives. International Journal of Leadership in Education, 27(2), 360–384. https://doi.org/10.1080/13603124.2020.1869312
  7. Thien, L. M., & Liu, P. (2024). Linear and nonlinear relationships between instructional leadership and teacher professional learning through teacher self-efficacy as a mediator: A partial least squares analysis. Humanities and Social Sciences Communications, 11, 7. https://doi.org/10.1057/s41599-023-02500-5
  8. Thomas, L., Tuytens, M., Devos, G., Kelchtermans, G., & Vanderlinde, R. (2020). Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession. Educational Management Administration & Leadership, 48(1), 106–132. https://doi.org/10.1177/1741143218781064