Abstract

This study determined the level of manifestation of instructional management practices among private schools in Butuan City, focusing on how school leaders define their mission in relation to motivation boosting, curriculum development, and stakeholder engagement. A descriptive research design was employed to capture existing conditions without manipulating variables. The study involved 14 private schools, with principals and department coordinators selected through purposive sampling to ensure relevant insights from those directly involved in instructional leadership. Data were gathered using a researcher-made questionnaire composed of demographic profiling and a Likert-scale survey. The instrument was validated by three education experts to ensure clarity, relevance, and alignment with the study objectives. Frequency, percentage, and weighted mean were used for data analysis. Findings revealed that instructional management practices were generally implemented at a very satisfactory level. In motivation boosting, the highest mean score (4.50) was observed in recognizing achievements and providing psychosocial support, while the lowest (4.33) pertained to maintaining respectful relationships. For curriculum practices, integrating relevant content and student input scored highest (4.37), while lesson plan reviews and observations scored lowest (4.20). Stakeholder engagement was strongest in parental involvement (4.47) and lowest in strategic communication (4.33). Overall weighted means were 4.46 for motivation, 4.30 for curriculum, and 4.41 for stakeholder engagement. The study concludes that instructional leaders in Butuan City’s private schools actively uphold their school’s mission through relational, curricular, and collaborative strategies, reflecting strong instructional management practices that support educational quality and community involvement.