Leadership Development Programs, Self-Efficacy of School Heads, And Organizational Performance in Public Elementary Schools, Division of Dasmariňas City, Cavite: Basis for a Localized Continuity Capacity-Building Program
DOI:
https://doi.org/10.5281/zenodo.21667635Keywords:
Leadership Development Programs, School Heads' Self-Efficacy, Organizational Performance, Educational Leadership, Public Elementary SchoolsAbstract
Effective leadership is fundamental to improving educational quality by strengthening school heads' capacity in instructional supervision, school management, and organizational effectiveness. This study examined the relationship among Leadership Development Programs, School Heads' Self-Efficacy, and Organizational Performance in public elementary schools in the Division of Dasmariñas City, Philippines, as the basis for a Localized Continuity Capacity-Building Program. A descriptive-correlational research design was employed using a validated survey questionnaire administered to Public Schools District Supervisors, school heads, teachers, and non-teaching personnel. Data were analyzed using weighted mean, Analysis of Variance (ANOVA), correlation analysis, and multiple linear regression. Results revealed that Leadership Development Programs (WM = 4.47) and School Heads' Self-Efficacy (WM = 4.41) were both rated as highly evident, while organizational performance remained consistently Outstanding (OPCR rating = 4.64) across two school years. Significant differences were found in respondents' assessments of leadership development, indicating varying perceptions among stakeholder groups. Leadership development programs showed significant positive relationships with school heads' self-efficacy and selected dimensions of organizational performance. Although self-efficacy strongly supported leadership practices such as instructional supervision, innovation, and resource management, its influence on overall organizational performance was found to be context-dependent. Facilitating factors were perceived as highly supportive, whereas hindering factors were considered moderate challenges. Based on the findings, a Localized Continuity Capacity-Building Program was developed and evaluated as highly suitable, acceptable, and feasible. The study concludes that sustained leadership development enhances school heads' self-efficacy and contributes to improved organizational effectiveness. The proposed intervention program provides an evidence-based framework for strengthening leadership capacity and promoting continuous school improvement in public elementary schools.
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