School Heads’ Leadership Styles and Teachers’ Teaching Practices: Basis for Enhancement Program
DOI:
https://doi.org/10.5281/zenodo.20215641Keywords:
leadership styles, perception, teaching practices, transformational leadershipAbstract
This study aimed to examine the leadership styles practiced by school heads and their influence on teachers’ teaching practices. Specifically, it determined the extent to which school heads practice transactional and transformational leadership as perceived by themselves and teachers. An adapted, validated, and reliable questionnaire was utilized, and a descriptive-correlational research design was employed, involving 55 school heads, 218 teachers, and 436 students from selected public schools of Mabinay Districts I, II, III, and IV. The findings revealed that the extent to which the school heads practice both leadership styles is very high, with transformational leadership emerging as dominant. Teachers likewise employed teaching practices to a very high extent, particularly in creating a positive learning environment, promoting active learning, scaffolding learners, delivering explicit instruction, and providing assessment and feedback. A significant difference in perceptions was also observed between the school heads and the teachers regarding leadership styles. Furthermore, a significant positive relationship was established between the dominant leadership style and teachers’ teaching practices. However, no significant differences were found in teaching practices or leadership styles based on demographic and professional profile variables. The study stresses the importance of leadership development initiatives that align school leadership with classroom implementation to promote instructional excellence and improve teaching practices. These findings further suggest that sustained capacity-building and reflective practice among school heads are critical in fostering coherent instructional systems, ensuring alignment between leadership actions and classroom practices, and enhancing teacher effectiveness and student learning outcomes across diverse educational contexts.
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Data sharing is not applicable to this article as no new data were created or analyzed in this study; all data used were obtained from previously published sources as cited in the reference list.
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