The study aimed at ascertaining the perception of the instructional leadership as related to the job satisfaction and performance among the 121 randomly selected faculty of instruction in integrated higher education institutions in Antique. Conducted in December 2005, a researcher-made Questionnaire in Perception on Instructional Leadership and the Standardized Minnesota Satisfaction Questionnaire were used to gather the data. Means and standard deviations were employed as descriptive statistics. The t-test for independent sample, the One-Way ANOVA, the Stepwise Multiple Regression Analysis, and the Pearson's r, all set at .05 alpha level, were utilized as inferential statistics. The study found out that the instructional leadership in integrated higher education institution was perceived "highly dynamic" among the faculty. The faculty were "satisfied" with their job and had "very satisfactory" job performance. Sex, age, civil status, highest educational attainment, academic rank, length of teaching experience, and campus affiliation were significant predictors of the faculty's job performance. The faculty's perception of instructional leadership and job satisfaction were positively and significantly related. No significant relationships were noted between their job satisfaction and job performance and between their perception of instructional leadership and job performance.