TEACHERS’ PROFILE, SCHOOL AUTONOMY AND DISTRIBUTED LEADERSHIP AS PREDICTORS OF INSTRUCTIONAL STRATEGIES

This research delves into the influence of respondents' profiles, school autonomy, and distributed leadership on instructional strategies in an educational context. The study utilized a quantitative research design, explicitly employing simple and multiple regression analysis to determine the degree of influence of the independent variables on the dependent variable. The study sampled 122 teacher respondents and was conducted in a randomly stratified sample population. The study found that none of the demographic variables emerged as significant contributors to predicting instructional strategies. The coefficients associated with these predictors exhibited t-values and p-values that did not reach statistical significance, reinforcing that these variables do not play a meaningful role in predicting instructional strategies among the respondents. Regarding the influence of school autonomy on instructional strategies, the result indicates a strong link between school autonomy and the selection and application of teaching methods. This suggests that this autonomy can influence classroom practices, prompting further exploration of its power and other vital elements in guiding instructional strategies. The study reveals that distributed leadership in schools can influence teachers' teaching methods, although it may not directly influence classroom practices. Further investigation is needed to understand the impact of distributed leadership and other factors on instructional strategies. Furthermore, school autonomy and distributed leadership influence instructional strategies, but school autonomy is the highest predictor of instructional strategies in the context of this study. School autonomy can significantly affect teachers' instructional strategies. It allows schools to have the freedom to make decisions about their curriculum, assessment methods, resource allocation, and staffing, which can directly impact the teaching methods employed by the teachers. In conclusion, this study contributes valuable insights into the dynamics of educational practices among high school teachers, emphasizing the importance of fostering autonomy, distributed leadership, and instructional strategies in diverse academic settings.