School Heads’ Supervisory and Leadership Styles and Teachers’ Effectiveness in Quezon City Congressional District I Elementry Schools; Basis for Lead-Teach Program
DOI:
https://doi.org/10.5281/zenodo.21756991Keywords:
Educational Leadership, Supervisory Styles, Teacher Effectiveness, Descriptive-Correlational Study, LEAD-TEACH Program, School Administration, Quezon City Elementary Schools, Stakeholder EngagementAbstract
This study examined the supervisory and leadership styles of school heads and the effectiveness of teachers in Quezon City Congressional District I Elementary Schools as the basis for a proposed intervention program. Using a descriptive-correlational research design, the study gathered data from school heads, teachers, non-teaching personnel, and School Parent-Teacher Association (SPTA) officers to assess supervisory and leadership practices, teacher effectiveness, and the relationship between these variables. Findings revealed that school heads' supervisory and leadership styles were rated Highly Evident (composite weighted mean = 4.42), while teachers' effectiveness was assessed as Highly Observed (composite weighted mean = 4.60). Significant differences among the four respondent groups were found only in the Directive, Administrational, Transformational, and Distributed leadership styles, whereas the remaining leadership dimensions showed no significant differences. Correlation analysis revealed a significant moderate positive relationship between school heads' supervisory and leadership styles and teachers' effectiveness (r = 0.567, p < 0.001), indicating that effective leadership contributes to improved teacher performance. Respondents also identified leadership- and teacher-related concerns as Highly Encountered, highlighting the need for continuous leadership and professional development. Based on these findings, the study proposed the LEAD-TEACH Program (Leadership Enhancement and Development for Teacher Effectiveness and Achievement), a three-year intervention program designed to strengthen supervisory and leadership practices while enhancing teachers' instructional competence, classroom management, and professional responsibilities. The proposed intervention was evaluated as Highly Acceptable (composite weighted mean = 4.62), demonstrating its relevance and potential to promote sustainable leadership, teacher effectiveness, and improved educational outcomes in Quezon City Congressional District I Elementary Schools.
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