Distributed Leadership Practices, Organizational Autonomy, And School Performance in Public Junior High School in the Division of Taguig- Pateros: Basis for a Proposed Localized Continuous Capacity Development Program
DOI:
https://doi.org/10.5281/zenodo.21831353Keywords:
distributed leadership, organizational autonomy, school performance, public junior high schools, educational leadership, collaborative governanceAbstract
This study examined the relationship between distributed leadership practices, organizational autonomy, and school performance in public junior high schools in the Division of Taguig–Pateros. Specifically, it determined the extent of distributed leadership practices, organizational autonomy, and school performance and examined the relationships among these variables. A descriptive-evaluative and correlational research design was employed involving 519 respondents composed of Schools Division Supervisors, School Heads, Teachers, and Non-Teaching Personnel. Data on distributed leadership practices and organizational autonomy were gathered using a validated researcher-made questionnaire, while school performance was measured using the Office Performance Commitment and Review Form (OPCRF) ratings for School Years 2023–2024 and 2024–2025. Descriptive statistics and correlation analyses were used to analyze the data. The findings revealed that distributed leadership practices were highly practiced, with Professional Development and Capacity-Building obtaining the highest assessment. Organizational autonomy was likewise highly evident, indicating that schools effectively exercised professional judgment and implemented context-responsive initiatives. Public junior high schools consistently demonstrated a Very Satisfactory level of school performance, with a general OPCRF average of 4.47 across the two school years. The study further revealed a very strong and significant relationship between distributed leadership practices and organizational autonomy. When analyzed separately, both variables showed significant relationships with school performance, with Innovation Capacity and Distributed Responsibility for School Improvement emerging as significant predictors. These findings suggest that collaborative leadership and organizational autonomy function as complementary governance mechanisms that strengthen organizational effectiveness and support sustained school performance in public junior high schools.
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