This study analyzed and determined the relationship between instructional leadership and self-efficacy to teaching competence. This study utilized a descriptive-correlational type of research. The study's respondents were 250 elementary teachers currently employed in 23 schools in the Sariaya West District, Division of Quezon. The study utilized an adapted questionnaire distributed through Google Forms for convenient distribution and data gathering. The findings revealed a very strong and statistically significant relationship between overall instructional leadership and overall teaching competence. Similarly, there was a very strong and statistically significant relationship between instructional leadership and overall teacher self-efficacy. Furthermore, the analysis showed a very strong and statistically significant relationship between overall self-efficacy and overall teaching competence. These results suggest that instructional leadership plays a crucial role in enhancing both teacher self-efficacy and teaching competence, while self-efficacy also significantly contributes to improving teaching competence.

Based on these findings, it is recommended that school leaders strengthen their instructional leadership practices by providing continuous professional development, mentoring, and support to teachers. Schools should also implement programs that enhance teacher self-efficacy, such as coaching, collaborative learning communities, and skills training. By doing so, teachers’ confidence and competence in teaching can be further improved, ultimately leading to better educational outcomes for learners.