LEADERSHIP STYLES OF SCHOOL ADMINISTRATORS IN FACILITATING

THE TEACHING-LEARNING PROCESS OF TEACHERS

MARY GRACE D. GEJON

MAY 2024
Background of the Study

Effective leadership is essential for the development of both instructors and society. School

principals play a critical role in shaping teaching and learning environments. Visionary and

transformational leaders can inspire teachers, motivate students, and promote continuous

improvement. Successful technology integration initiatives are one example of how such

leadership can enhance teaching practices and student performance. In the context of

21st-century challenges, academic leaders must navigate cultural and instructional

reforms. Research indicates that transformational leadership improves teacher

effectiveness and student outcomes, while autocratic and laissez-faire styles can have

negative impacts (Sebastian & Allensworth, 2019; Prabahar & Jerome, 2023).
Background of the Study

In the Philippines, school principals face challenges such as limited resources and

overcrowded classrooms. Studies suggest that democratic and servant leadership styles

are most effective in addressing these issues (Romila & Uy, 2024). To promote positive

relationships and continuous training, the Department of Education (DepEd) has revised

guidelines through DepEd Memorandum No. 18, s. 2012. However, unethical leadership

practices still exist in some districts, adversely affecting teacher motivation and student

achievement. There is a lack of research on the impact of different leadership styles

among school administrators, particularly in districts like Naawan.

The study aims to investigate the leadership styles of school administrators

in the Naawan District and their effects on the teaching and learning

processes. It focuses on identifying and describing these leadership styles,

understanding teachers' and learners' perceptions of their impact, and

examining how administrators adapt their styles to meet various needs and

challenges. The ultimate goal is to provide a comprehensive understanding

of how leadership influences educational outcomes in the district.

1. What are the leadership styles employed by the school administrators to

facilitate the teaching-learning process of teachers and learners?

2. How do the teachers and learners perceive the impact of leadership styles

employed by the school administrators on their teaching-learning processes?

3. In what ways do school administrators adapt their leadership styles to

address the diverse needs and challenges faced by the teachers and

learners?
Theoretical Framework

This study utilizes James MacGregor Burns' transformational leadership theory, which was

introduced in 1978. Although originally focused on political leaders, this theory is now

applied in organizational psychology. Transformational leadership is described as a process

where leaders and followers work together to reach higher levels of morale and motivation.

Burns noted the difficulty in distinguishing between management and leadership,

emphasizing the differences in traits and behaviors. Transformational leadership aims to

achieve both individual and social change, fostering valuable and positive development in

followers, ultimately leading to self-improvement. When applied authentically, it enhances

motivation, morale, and performance through various mechanisms.

output, and outcome.

1. Input: Participants (principals, teachers, students) and materials (interview

questions, observations).

2. Process: Conducting detailed interviews with school heads, teachers, and learners.

3. Output: Qualitative transcripts from interviews on the leadership styles of school

heads.

4. Outcome: Anticipated improvement in leadership styles, positively influencing the

teaching and learning process.

The study will be conducted in selected primary education schools in Naawan

District, located in the northern part of Mindanao, Philippines. Naawan District, known

for its vibrant cultural heritage and diverse community, includes eleven elementary

schools, four senior high schools, and three junior high schools. This locale was chosen

because it represents a typical rural educational setting, highlighting the challenges and

dynamics faced by primary schools in similar contexts.

Additionally, the district's diverse leadership styles among school administrators

make it ideal for investigating the effectiveness of different leadership approaches. The

accessibility and cooperation of school administrators, teachers, and learners ensure

smooth data collection and the reliability of findings. Conducting research in Naawan

District aims to provide insights and recommendations relevant to similar rural primary

education settings, contributing to a deeper understanding of effective leadership styles

and supporting efforts to improve educational outcomes in similar contexts.

This study will involve 20 participants from the Naawan District, Philippines,

including five principals or school heads, five teachers, and ten students (two from each

school). Participants will be selected using purposive sampling based on specific

criteria. Principals or school heads must have at least five years of leadership

experience in one of the Naawan District schools. Teachers must be actively teaching

subjects related to the curriculum in the selected schools. Students must be in grade

five or six, currently enrolled in one of the selected schools, and willing to provide

insights on the teaching-learning process.

The analysis of data will follow the thematic analysis framework by Braun and Clarke

(2006), which involves six steps: familiarizing with the data, generating codes, combining

codes into themes, reviewing themes, determining the significance of themes, and

reporting findings. This structured approach helps identify patterns and themes in

qualitative data. Data from interviews and discussions will be transcribed from audio

recordings to text for easier analysis. To ensure accuracy, a professional transcriptionist

will proofread the transcriptions. Interviews will be conducted in the participants'

preferred language, and the researcher will translate the transcribed text as necessary.
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