The Governance–Reflection Connection: Unveiling Leadership Effectiveness Among Public Elementary School Principals
DOI:
https://doi.org/10.5281/zenodo.20758837Keywords:
Governance Interaction, Reflective Sensitivity, School Leadership, Public Elementary School Principals, RPMS PerformanceAbstract
This study examined the governance interaction and reflective sensitivity of public elementary school principals, and their relationship to leadership performance, as measured by the Results-Based Performance Management System (RPMS). Specifically, the investigation assessed the level of governance interaction among principals, determined their reflective sensitivity along the dimensions of egocentric preferment, preference to leverage, rational discernment, and assertive introspection, and explored the relationships among these variables. The study further sought to determine the extent to which reflective sensitivity predicts governance interaction and contributes to principals' performance outcomes. The descriptive-correlational research design was employed to gather and analyze data from public elementary school principals. A validated survey questionnaire served as the primary instrument for data collection. Statistical tools such as the weighted mean, Pearson product-moment correlation, and multiple regression analysis were used to determine variable levels, examine significant relationships, and identify predictors of governance interaction. The findings revealed that the respondents demonstrated a high level of governance interaction and exhibited favorable levels of reflective sensitivity across the four dimensions. Results further indicated significant interrelationships among several dimensions of reflective sensitivity, suggesting that principals who possess strong reflective capacities tend to demonstrate enhanced leadership behaviors and decision-making competencies. Moreover, governance interaction was significantly associated with assertive introspection, highlighting the importance of self-awareness, confidence, and reflective practice in fostering effective organizational engagement. The analysis likewise revealed significant relationships between governance interaction, reflective sensitivity, and RPMS ratings, implying that these factors contribute to leadership effectiveness and professional performance. Regression analysis established that reflective sensitivity significantly predicts governance interaction, with assertive introspection emerging as the strongest predictor among the four dimensions. This finding underscores the value of reflective leadership in strengthening administrative practices, promoting collaborative governance, and enhancing school performance. The study concludes that cultivating reflective sensitivity among school principals can contribute substantially to effective governance interaction and improved leadership outcomes. Consequently, leadership development programs focusing on reflective practice, self-awareness, and organizational engagement are recommended to further enhance the professional competencies of public elementary school principals.
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