Instructional leaders are considered as the key contributors to the success in the implementation of change in schools. This study determined the instructional leadership practices and learning lags of learners. The researcher utilized the descriptive- correlational method. This research study employed the total sampling technique to determine the sample of schools and stratified random sampling in finding the respondents to participate in data gathering. Mean and Pearson r were used statistical data analysis.                Findings revealed that instructional leadership practices of school heads in terms of instructional support for teacher effectiveness and efficiency, enhancing teacher capability building, curriculum enhancement and assessment of learning outcomes were rated always. The school heads have very high degree of providing support to teachers in improving teaching learning and learning outcomes. Constantly involved and practiced their instructional leadership by giving technical assistance to the teachers in the form improving the teaching capability of the teachers especially during classroom observation.  Persistently practice their instructional leadership by enhancing the curriculum to make it relevant and responsive to the learners needs. The level of learning lags of learners relative to learning skills, numeracy, literacy and critical thinking were rated unsatisfactory.

Instructional Leadership Practices of School Heads and Learners’ Learning Lag: A Springboard for Learning Recovery Strategies