Personality Dimensions and Leadership Styles of Head Teachers Towards an Enhanced Training Program
DOI:
https://doi.org/10.5281/zenodo.18816536Keywords:
Head Teachers, Leadership Effectiveness, Leadership Training, Personality Dimensions, Professional DevelopmentAbstract
This study investigated the personality traits and leadership styles of 50 head teachers from public secondary schools in Area IV, Division of Batangas, to inform the development of a targeted leadership training program. Using a descriptive-quantitative design, data were collected through structured questionnaires and analyzed to identify leadership training needs and professional development priorities. Findings revealed that most participants were experienced educators aged 41 and above, exhibiting moderate levels of conscientiousness, openness, extraversion, agreeableness, and emotional stability. While strengths were noted in organization, resilience, and professional growth, areas such as decision-making, adaptability, and collaboration required improvement. The study highlighted a moderate need for enhancement in school management, instructional leadership, stakeholder engagement, and ethical decision-making. Significant correlations were found between age, educational attainment, and years of service with leadership training needs, while gender showed no notable influence. Based on these results, a comprehensive leadership development program was proposed, focusing on self-awareness, communication, emotional intelligence, and transformational leadership to support the continuous growth and effectiveness of school heads.
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