ENHANCING SCHOOL LEADERSHIP STRATEGIES FOR EFFECTIVE SOCIAL SCIENCE INSTRUCTION IN SENIOR HIGH SCHOOL: A NARRATIVE INQUIRY OF ADMINISTRATIVE SUPPORT AND TEACHER DEVELOPMENT

Abstract

School leadership plays a vital role in ensuring the effective delivery of Social Sciences instruction in Senior High School by shaping teaching practices, supporting teacher development, and strengthening curriculum implementation. Strong administrative leadership contributes to improved instructional quality and learner engagement, particularly in subjects that often receive limited institutional attention. This study aimed to examine the leadership strategies employed by school administrators in enhancing Social Sciences instruction, with emphasis on administrative support and teacher professional growth in the Lutayan District, Sultan Kudarat Division. A qualitative research design utilizing narrative inquiry was employed to capture the lived experiences and perspectives of school leaders. Data was gathered through in-depth interviews and reflective accounts, and were analyzed thematically to identify recurring patterns, challenges, and practices. Findings revealed that new school leaders experienced considerable difficulties related to limited financial resources, inadequate and outdated instructional materials, and restricted access to professional development opportunities. Budget prioritization toward other subject areas, coupled with strict financial regulations, constrained their capacity to provide sufficient support. These conditions affected classroom implementation, instructional planning, and access to updated learning resources. Teachers were often compelled to rely on self-developed materials, digital resources, and self-funded training to enhance their competencies. Despite these challenges, school administrators demonstrated resilience and adaptability by implementing support mechanisms such as collaborative professional development activities, resource sharing, technology integration, and continuous mentoring. The study concluded that effective leadership in Social Sciences education extends beyond material resources and is grounded in commitment, collaboration, and responsiveness to teachers’ needs. Holistic and supportive leadership practices were found to be essential in sustaining instructional quality. The study underscores the need for equitable resource allocation, strengthened professional development systems, and responsive policies to promote quality Social Sciences education. Keywords: School Leadership, Instructional Support, Teacher Development, Social Sciences Education.