Servant Leadership, Decision Making, and Instructional Leadership Practices of School Heads in Selected Elementary Schools in Deped Cabuyao

LPT, MAEd Dearborn E. Villafranca

doi:10.47191/ijmra/v5-i5-21

Cited by 2 publications

(1 citation statement)

References 2 publications

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“…Strong decisionmaking abilities and instructional leadership qualities make principals more likely to assist teachers in enhancing their practices and advancing student learning. Additionally, decision-making skills are important for creating a desirable professional culture and ensuring that decisions are grounded in principle and embedded in policy (LPT, 2022). Therefore, developing and enhancing decision-making skills among educational leaders is essential for the success of educational leadership in elementary schools and the achievement of positive educational outcomes.…”

Section: Discussionmentioning

confidence: 99%

Principals’ leadership skills to meet the national strategy for education in basic schools

Ajmi

2024

JEELR

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The objective of this study is to investigate the principals' leadership skills in elementary schools to meet the national educational strategy outcomes based on the teachers' views. A quantitative- descriptive approach was applied. The questionnaire was used to collect data. The validity of the questionnaire was measured and the reliability results using Cronbach alpha were 0.948 for educational leadership skills and 0.859 for educational outcomes. The questionnaire was distributed in both male and female schools. A random sample of 385 teachers was included. The collected data were analyzed using descriptive statistics and structural equation modeling to measure the effects of different variables. The findings indicated that the teachers in the sample had five to fifteen years of experience. The teachers showed principals in the elementary schools have moderate educational leadership (3.39). The results showed that the highest trait that existed among the principals was crisis management with a high-weight regression coefficient (0.693), visionary leadership (0.653) and ethical leadership (0.601). The effect of adaptability, communication skills and strategic planning was less. The least common traits among the principals of elementary schools were emotional intelligence and decision-making skills. The research suggested establishing a programme for elementary school principals to develop their leadership skills in order to support the achievement of national educational objectives.

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Section: Discussionmentioning

confidence: 99%

Principals’ leadership skills to meet the national strategy for education in basic schools

Ajmi

2024

JEELR

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The Mediating Effects of Work-Life Balance on the Relationship of School Heads' Leadership Practices and Teachers' Work Satisfaction

Borreba,

Potane

2024

JIP

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This study sought to determine whether work-life balance mediates the relationship between school leaders' leadership and teachers' job satisfaction. The descriptive-correlational research design was used in the study, which involved 176 randomly selected public school elementary teachers from the Division of Misamis Oriental, Philippines. The main data source for this study was a modified, and validated survey questionnaire. The study found that most respondents were female and that the 31-45 age bracket is particularly well represented. Furthermore, the prevalence of Teacher I positions suggested that the study sample was primarily composed of entry-level teaching roles. In terms of service years, those with 6-10 years were the largest group. However, in terms of civil status, the results revealed a predominance of married people. The most common category of children is those with 2-3 children, and the most common income category is 25,001-30,000 per month. In addition, work-life balance does not differ significantly by gender, age, service years, civil status, children, or income level. It implies that different groups may have unique needs and preferences for maintaining and achieving work-life balance. Furthermore, no direct correlation has been found between work-life balance and satisfaction; therefore, school administrators must investigate this relationship further. The indirect, direct, and total effects were not statistically significant, suggesting that work-life balance does not mediate the relationship between leadership and job satisfaction. Schools and educational institutions can investigate further the benefits of focusing on leadership development programs that improve leadership skills and practices to positively influence teacher satisfaction.

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Servant Leadership, Decision Making, and Instructional Leadership Practices of School Heads in Selected Elementary Schools in Deped Cabuyao

Cited by 2 publications

References 2 publications

Principals’ leadership skills to meet the national strategy for education in basic schools

Principals’ leadership skills to meet the national strategy for education in basic schools

The Mediating Effects of Work-Life Balance on the Relationship of School Heads' Leadership Practices and Teachers' Work Satisfaction

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