Collaborative and Inclusive Leadership, School Innovation, and Organizational Efficiency in Public Secondary Schools District I in Division of Manila: Basis for a Proposed Intervention Program

Abstract

This study assessed collaborative and inclusive leadership, school innovation, and organizational efficiency in public secondary schools in District I, Division of Manila, as the basis for developing a proposed intervention program. Collaborative and inclusive leadership was examined in terms of shared vision and goal setting, distributed leadership, collaborative decision-making, inclusive practices, professional development and teacher empowerment, shared accountability and responsibility, open and transparent communication, supportive and positive culture, community engagement and partnership, and adaptability and responsiveness. School innovation was assessed through social-emotional and well-being focus, technology integration, community and stakeholder engagement, curriculum flexibility and creativity, and resource organization. The study employed a quantitative descriptive-correlational research design. Respondents consisted of 730 district supervisors, school administrators, and teachers from five public secondary schools. Data were gathered using a validated and pilot-tested researcher-made questionnaire and analyzed through percentage, weighted mean, independent-samples t-test, and Pearson product-moment correlation. Findings revealed that collaborative and inclusive leadership was Evident, with an overall weighted mean of 4.07, while school innovation was also Evident, with an overall weighted mean of 4.04. No significant differences were found between the assessments of school leaders and teachers. Organizational efficiency remained high, as indicated by increasing enrollment and promotion and transition rates ranging primarily from 97% to 100%. Significant high positive relationships were established between collaborative and inclusive leadership and school innovation, leadership and organizational efficiency, and school innovation and organizational efficiency. Leadership and innovation challenges were generally Encountered. The proposed Collaborative and Inclusive Leadership Enhancement for Innovative and Efficient Schools Program was rated Acceptable, indicating its potential to strengthen communication, stakeholder participation, professional development, innovation, and organizational performance.