Zhang Tao^1,, Rosita G. Castro¹, Romiro G. Bautista²

Effective educational leadership plays a crucial role in enhancing teaching performance and fostering a positive educational environment. This study explores the educational leadership practices in selected schools in China and assesses how these practices influence teaching performance as a tangible expression of effective leadership. Additionally, it examines the impact of school heads' leadership practices on the teaching performance of teachers. A descriptive-correlational research design was utilized to systematically present, analyze, and interpret the data. To achieve this, various statistical tools were employed, including frequency count and percentage, weighted mean, ranking, and Pearson’s r Correlation Analysis. The study revealed that respondents strongly agree with the leadership practices of educational leaders in key areas such as goal setting, strategic resourcing, curriculum quality, teaching quality, and teacher learning and development. Furthermore, there is a significant and positive correlation between the educational leadership practices of school leaders and teachers' performance. The educational leaders in the locale have established effective leadership practices that positively influence teacher performance. Overall, the findings suggest a positive educational landscape with strong leadership and teacher performance in the studied area.

Educational Leadership, Curriculum Quality, Teaching Quality, Leadership Practices, Teaching performance, Leadership-Driven