PEDAGOGICAL LEADERSHIP AND TEACHERS' PERFORMANCE IN CLUSTER 3 SCHOOLS OF CALAMBA CITY

This study investigated the relationship between the pedagogical leadership manifestation of school heads and teachers’ performance in public elementary schools under Cluster 3 of the Schools Division of Calamba City during School Year 2025–2026. Anchored on Transformational Leadership Theory and the Theory of Teacher Self-Efficacy, the study employed a quantitative descriptive-correlational research design to measure the level of pedagogical leadership in terms of developing relationships, collecting and analyzing evidence, providing constructive feedback, learning collaboratively, and providing relevant resources and teachers’ performance based on the Philippine Professional Standards for Teachers (PPST). Statistical tools used in the analysis included weighted mean, standard deviation, independent samples t-test, and Pearson product-moment correlation coefficient. The significant difference emerged between school heads and teachers’ perceptions of leadership, though no difference was found in performance ratings. Results further indicated a low to moderate positive correlation between pedagogical leadership and teacher performance, suggesting that stronger leadership practices are associated with higher teacher effectiveness Based, on the findings, an action plan was proposed to strengthen pedagogical leadership, enhance instructional support, and improve teacher performance in Cluster 3 in Calamba City.