The Adventist Teaching and Learning Environment: A Narrative of Principals’ Best Practices
DOI:
https://doi.org/10.5281/zenodo.18446668Keywords:
Adventist Education School Leadership, Faith-Based Educational Leadership, Best Practices, Spiritual Leadership, Instructional LeadershipAbstract
This descriptive-narrative qualitative paper explored the best practices of Seventh-day Adventist school principals within the South Central Luzon Conference of the Philippines. The study employed semi-structured interviews and documentary analysis to address a research gap in Adventist school leadership and to preserve the knowledge of experienced principals. Grounded in the Servant Leadership Theory, evidence showed strong agreement with the Handbook for Principals, highlighting effective spiritual modeling, integration of faith and mind, and situation-sensitive responses to maintain educational standards in adversity. The study also emphasized the influence of servant leadership and personal experience on their practice.
Furthermore, this research underscored the importance of establishing supportive school cultures that promote teamwork among teachers, students, and parents. The results indicate that effective principals focus on providing professional growth opportunities for their staff, recognizing that teacher development directly impacts student success. This collection of best practices is valuable for Adventist school administrators and policymakers.
Finally, these findings can serve as a foundation for future research and development efforts not only in the Adventist educational system but also in other faith-based institutions. It recommends enhancing the learning and teaching environment and supporting students' holistic development in faith-based settings. The study expands understanding of effective leadership in Adventist education and helps establish educational quality and spiritual growth in these unique contexts.
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