Empowered Leadership and Engaged Schools: Examining the Relationship Between Self-Efficacy and Leadership Engagement

Abstract

This study investigates the critical variables of self-efficacy and leadership engagement among public school heads in the Schools Division Office (SDO) of Nueva Ecija, aiming to enhance leadership effectiveness within the local public education system. The research highlights the demographic profile of respondents, revealing a predominantly older and experienced male educator population committed to professional development. Findings indicate that school heads perceive their self-efficacy in managing daily operations as high, although teachers exhibit greater confidence in the heads' leadership abilities. The study underscores a significant relationship between self-efficacy and leadership engagement, suggesting that enhancing self-efficacy could improve leadership involvement. The analysis identifies individual, organizational, and contextual factors that contribute to the high self-efficacy of public-school heads, emphasizing the importance of leadership skills, professional development, supportive cultures, and community engagement. Leadership engagement levels are also notably high, with school heads actively involved in vision setting and stakeholder relationship building, though teachers perceive their engagement slightly differently. Based on the findings, the study recommends implementing targeted professional development programs, promoting self-reflection among school heads, and fostering collaborative discussions between educators. Additionally, it advocates for creating supportive organizational cultures and holistic action plans that integrate individual growth, organizational support, and community initiatives. These strategies aim to enhance both self-efficacy and leadership engagement, ultimately benefiting the educational environment and the broader community.