Advanced International Journal for Research

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Instructional Leadership Practices And Pedagogical Efficacy In Remediating Basic Learning Deficits: Adaptive Intervention Scheme

Author(s) Maria Maida B. Flores, Cristina S. Mercader, Maria Dahlia V. Francisco, Edwina S. Bioco, Raynon Rion D. Pantuan, Alden S. Dela Cerna
Country Philippines
Abstract This study assessed the instructional leadership practices of school heads and the pedagogical efficacy of teachers in remediating basic literacy and numeracy deficits across four public elementary schools in the District of San Isidro, Leyte Division (Daja ES, San Miguel ES, Hacienda Maria ES, and San Isidro Central School) during School Year 2026–2027. Utilizing a descriptive-evaluative quantitative research design, total enumeration was employed to gather data from all four (4) school heads and forty (40) classroom and remedial teachers (N=44). Data were gathered through a content-validated five-point Likert questionnaire and treated using frequency counts, percentage distributions, weighted means, standard deviations, and priority ranking. The empirical findings revealed that the respondent-groups constitute an academically advanced, predominantly female (81.82%), and tenured teaching force, with 75.00% of administrators and 65.00% of teachers having over fifteen years of basic education service. School heads demonstrated an overall High Extent of instructional leadership practices (WM=3.47, SD=0.73), with their highest performance in strategic assessment tracking (WM=3.66), but with lower, moderate execution in demonstration teaching during School Learning Action Cells (WM=3.16) and remedial manipulative resource provision (WM=3.20). Teachers manifested an overall High Efficacy in remedial instruction (WM=3.50, SD=0.66), excelling in learner motivation and climate management (WM=3.72), but declining to Moderate Efficacy in differentiated instructional delivery (WM=3.33) and home-school learning reinforcement (WM=3.30). The leading operational challenges encountered were instructional time scarcity (84.09%), chronic learner absenteeism and home reinforcement gaps (75.00%), deficit heterogeneity (65.91%), and contextualized material shortages (59.09%). To bridge these supervisory and instructional gaps, the study formulated Project BRIDGE-San Isidro (Balanced Remediation via Instructional Direction and Guided Efficacy), an adaptive 10-point intervention scheme integrating clinical supervisory coaching cycles, tiered literacy and numeracy toolkits, protected remedial timetables, and structured home-school compacts.
Keywords Administration and Supervision, Instructional Leadership Practices, Pedagogical Efficacy, Basic Learning Deficits, Project BRIDGE, Adaptive Intervention Scheme, San Isidro Leyte
Field Sociology > Education
Published In Volume 7, Issue 6, November-December 2026
Published On 2026-11-03
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