This study aimed to determine the school head's instructional leadership practices and teachers' competencies as basis for a leadership capability enhancement program. The goal of every school head is to increase the quality of education and efficiency of the teachers to reach maximum results for the achievement of the various organizational goals. In line with this is the teachers' motivation which leads to better performance depends on their individual job satisfaction, achievement, recognition, and professional growth.
The study includes in its scope the different indicators of the instructional leadership practices of school heads specifically learning improvement, curriculum and planning, instructional materials development and pedagogy and motivation. The study analyzed the instructional leadership practices of 40 school heads respondents from our schools' division in the National Capital Region specifically the Schools Division of Quezon City. On the other hand, the researcher randomly selected a total of four hundred teachers from the different public elementary and secondary schools from the selected school division to serve as teacher respondents. The study was done during the SY 2020-2021.
The researcher constructed and used the survey questionnaire as the instrument in order to obtain the data needed to answer the problems of the study. The survey questionnaire was used to elicit information from the respondents regarding their recommendations, comments and suggestions of the school head and teacher respondents to identify the instructional leadership practices of the school heads and the teachers' competencies as basis for a leadership capability enhancement program.
As offshoots of and anchored on the summary of the findings and the conclusions the following recommendations are offered;
Since the school head respondents rated very high in their instructional leadership, they maybe encouraged to share their instructional skills with their department heads, master teachers and other teachers with leadership potentials. It is hereby recommended to organize a training program that will develop and nurture the leadership skills and potentials of the teachers. It is develop and nurture the leadership skills and potentials of the teachers. It is also recommended to review the policy of the school particularly in attending trainings and seminars to ensure that all teachers are given fair chance and opportunity to upgrade their skills.
Since there is a significant difference in the assessment of the two groups of respondents on the school heads instructional leadership, it is hereby recommended that mentoring sessions on contextualized leadership skills be utilized to provide wider teaching and leadership challenges to teachers which will result in further interactions with their school heads, since it has been found out as the results of the study showed that the teachers need more constructive socialization with each other more by holding team-based events and to clarify and set higher expectations for everyone. This will ensure that potential teacher leaders are able to fully appreciate all aspects of their teaching career, not just their current task and department. It will also encourage them to gain a broad understanding of their duties and obligations as well the future possible directions of their professional careers.
To address the difference in the perception of the school heads and the teachers, to put things in an even perspective opportunity for interactions should be provided and created to assure that all teachers are always motivated to perform their jobs to exceptional level. Such can be done by having regular meeting, one on one session or just actual everyday interactions between the school heads and the teachers. The utilization of the Contextualized Leadership Program provides a great avenue of positive interaction between the school head and the teacher.
Since the result of the hypothesis testing between the school head and the teachers shows that "Highest Educational Attainment" and "Length of Service as a School Head" are the most common indicators that had a significant impact on the school heads instructional leadership. The school heads may continuously reiterate the value of continuous professional development among all the teachers to further hone their talents and develop their potential not only in terms of their pedagogical skills but most of all their leadership skills.
Since the school head respondents rated very high in their instructional leadership practices, they maybe reinvigorated to promote a strong work ethic. This can be done by exemplifying the traits that show integrity such honesty, transparency, uprightness, and these can be done by establishing communication with all stakeholders thus, creating a better sense of teamwork within the whole school organization. Giving honest feedback, owning up to ones' mistakes, maintaining balance and consistency in performing one's work are some uplifting ways of doing it.
Seeing that there is significance in the instructional leadership of school heads they may utilize the results of the evaluation of the Contextualized Leadership Enhancement as basis for future in service training and seminars.
These trainings and seminars will address the pedagogical and leadership needs of the teachers, to facilitate their holistic development in terms of their instructional skills.
A similar study should be conducted using other respondents, variables and coverage. This can help make a comparison the present claim and should be other findings, it will serve as basis for adjustments and future directions.
Another investigation of the same nature can be pursued enjoining internal and external stakeholders for support and collaboration since converge is proven to have part in the improvement of the school as a whole.
A copy of the manuscript should be placed in the library to serve as reference to serve as reference for future research enthhusiasts.  

xx1, 152 pages : illustrations, portrait ; 21 cm x 29.7 cm.
Dissertation - (Doctor of Philosophy major in Education Management) University of Caloocan City, 2021. 

includes references and appendices.