Asian Journal of Education and Social Studies

This study investigated the differences in perception of Filipino teachers employed in government and private school teachers based in Thailand of the instructional leadership of their respective school heads. 65 Filipino teachers volunteered to be the respondents of this study. Thirty-two (32) were teachers in government schools while thirty-three (33) were private school teachers. The Instructional Leadership Questionnaire (ILQ), which measures the respondent’s perception of a school leader’s 7 domains of instructional leadership, namely: Instructional Resource Provider (7 items), Maintain Visible Presence (6 items), Professional Development (7 items), Maximize Instructional Time (6 items), Monitoring Students’ Progress (4 items), Feedback on Teaching Learning  (5 items) and Curriculum Implementation (5 items) was administered on the respondents. In terms of instructional resource provider and curriculum implementation, similar scores were obtained by government and private school teachers. However, the private school teachers had higher ratings for their respective school leaders in the domains of Maintain Visible Presence, Professional Development, Maximize Instructional Time, Monitoring Students’ Progress and Feedback on Teaching Learning. Statistically significant differences were established in the domains Professional Development and Monitoring Students’ Progress. In both these domains, the means of the private school teachers were higher than those of the government teachers.