Instructional Leadership Practices, Change Management Strategies, and Institutional Effectiveness in Selected State Universities and Colleges (SUCs) With Level I Status: Basis for a Three-Year Intervention Program
DOI:
https://doi.org/10.5281/zenodo.21340995Keywords:
LEAD-CHANGE Framework, instructional leadership, change management, institutional effectiveness, Philippine SUCsAbstract
This study evaluated the implementation and acceptability of the LEAD-CHANGE Framework as an intervention program designed to enhance instructional leadership practices, change management strategies, and institutional effectiveness among selected Philippine State Universities and Colleges (SUCs) with Level I status. Anchored on Instructional Leadership Theory, Lewin's Change Management Theory, and Systems Theory, the framework was developed in response to identified strengths, gaps, and significant differences in stakeholder perceptions regarding institutional leadership and effectiveness. Using a descriptive-correlational and developmental research design, data were gathered from 386 administrators, faculty members, and non-teaching staff from four selected SUCs. Results showed that instructional leadership practices (WM = 4.16), change management strategies (WM = 4.17), and institutional effectiveness (WM = 4.16) were positively assessed. Significant differences were found among respondent groups, particularly between non-teaching personnel and academic stakeholders. Regression analysis revealed that instructional leadership practices and change management strategies significantly influenced institutional effectiveness, with instructional leadership emerging as the stronger predictor. The proposed LEAD-CHANGE Framework obtained ratings of 4.18 (Suitable), 4.14 (Acceptable), and 4.16 (Feasible), indicating strong stakeholder support for its implementation. The findings affirm the relevance and practicality of the framework as a strategic intervention for institutional development among Philippine SUCs.
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