THE EFFECT OF SCHOOL HEADS' LEADERSHIP STYLE ON LEARNERS' PERCEPTION OF SCHOOL CLIMATE

Abegail P. Simbre, Ma. Laarni D. Buenaventura, John Michael Aquino, Jayson L. de Vera, Mary Grace D. de Vera

Abstract


A positive school climate and excellent leadership are essential to promote holistic school administration and high-quality education. Research­ers wanted to find out how school leaders' leadership styles affect the percepti­on of students in a high-quality educational environment using a mixed-method research design. A total of 1018 people participated in this survey, including 907 students and 111 school officials from 24 different schools. The Multifac­tor Leadership Questionnaire (MLQ) was used to determine the most common le­adership style among school heads. The SCAI Secondary General Version was used to assess students' perceptions of the school climate level. Also, four school principals participated in one-on-one interviews on how their leader­ship styles changed during the pandemic. All aspects of school climate, in­clud­ing community relations, student interactions, learning and assessment, physi­cal appearance, discipline environment, attitude, and culture, had high levels of perceived school climate. Results show that transformational leadership, con­tingent reward, management by exception, and inspirational motivation are the most prevalent styles of leadership, while laissez-faire, idealized influence, and intellectual stimulation are the least prevalent. Only two out of forty-two (42) correlations between school atmosphere and leadership style were significant. Student interactions and idealized influence are also included in this cate­gory. School administrators and teachers need to understand the level of trans­formational leadership and the school climate to create the best school environ­ment, which will improve the quality of teaching and learning and, in the end, school performance.

Keywords


Leadership Style; Learners' Performance; Quality Teaching; School Climate

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References


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DOI: http://dx.doi.org/10.21776/ub.jam.2023.021.1.01

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