Abstract

• This study examined the relationship between school leaders’ instructional leadership and teachers’ functional competency in west district, Yangon Region. The research design was the descriptive research design. For this study, 10 high school leaders who had above 2 years administrative services in the current schools were chosen by using purposive sampling method and 200 teachers from these schools were selected by using simple random sampling method. In this study, both quantitative and qualitative methods were applied. For quantitative study, a set of questionnaires was used. For qualitative study, open-ended and interview questions were used. Descriptive Statistics, Independent Samples t Test, One-way Analysis of Variance (ANOVA) and Pearson Correlation were used for analyzing the collected data. According to the findings, it was found that the level of high school leaders’ instructional leadership was high (Mean= 4.16, SD= .63) and there were significant differences in high school leaders’ instructional leadership in terms of total service, total administrative service. Moreover, it was found that the level of teachers’ functional competency was also high (Mean= 4.34, SD= .55) and there was significant difference in teachers’ functional competency in terms of their position. This finding also revealed that there was a strong positive correlation between school leaders’ instructional leadership and teachers’ functional competency (r =.692, p <.001). This study recommends that school leaders contribute the instructional leadership practices to improve teachers’ functional competency.