The role of servant leadership in creating a positive school climate

This study investigates the role of servant leadership in creating a positive school climate. A quantitative research design was used to examine the relationship between servant leadership and school climate, including the effects of servant leadership on student academic achievement, teacher job satisfaction, and school culture. The study was conducted in several schools in a particular district, and data were collected using a survey questionnaire from 40 teachers and 1000 students. Data were analyzed using descriptive and inferential statistics. The findings suggest that there is a significant positive correlation between servant leadership and teacher job satisfaction (r = 0.55, p < 0.01), school culture (r = 0.62, p < 0.01), and academic achievement (r = 0.45, p < 0.01). The results indicate that servant leadership practices contribute to the development of a positive school climate. The study provides support for the notion that servant leadership is a viable leadership approach in schools that can contribute to the development of a positive school climate. The results suggest that schools should consider implementing servant leadership practices as a way of improving teacher job satisfaction and school culture. By prioritizing the needs of their followers and creating a supportive environment, servant leaders can contribute to the development of a positive school culture that fosters growth and development for teachers and students alike. However, the study had several limitations, including the limited sample size and the reliance on self-reported data. Future research should aim to address these limitations by conducting longitudinal studies with larger and more diverse samples. Overall, this study highlights the importance of servant leadership in creating a positive school climate, and provides important insights for school leaders and policymakers seeking to improve the quality of education in their schools

Exploring the Determinants of Senior High School Track Preference among Grade 10 Students: A Comprehensive Study

This study aims to explore the determinants of senior high school (SHS) track preference among grade 10 students in the Philippines using a mixed-method approach. A total of 179 respondents from two private and four public schools in the division of Toledo City were selected through stratified random sampling. The study utilized an online questionnaire to gather quantitative data. The study found that the most significant factors influencing SHS track preference were academic performance, career prospects, personal interests, and parental influence. Students who performed well academically tended to choose the academic track, while those who struggled academically were more likely to choose the technical-vocational-livelihood (TVL) track. Career prospects played a crucial role in students' decision-making, as they were more likely to choose tracks that they believed would lead to better job opportunities. Personal interests and skills also influenced track preferences, with students opting for tracks that aligned with their hobbies and talents. Finally, parental influence played a vital role in students' decision-making, as parents often encouraged their children to pursue specific tracks. The study provides insights into the factors influencing SHS track preference among grade 10 students in the Philippines. The findings suggest that academic performance, career prospects, personal interests, and parental influence are critical factors in students' decision-making. The study's results could inform policy and program development aimed at improving SHS education and helping students make informed decisions about their future education and career paths

Exploring the Determinants of Senior High School Track Preference among Grade 10 Students: A Comprehensive Study

This study aims to explore the determinants of senior high school (SHS) track preference among grade 10 students in the Philippines using a mixed-method approach. A total of 179 respondents from two private and four public schools in the division of Toledo City were selected through stratified random sampling. The study utilized an online questionnaire to gather quantitative data. The study found that the most significant factors influencing SHS track preference were academic performance, career prospects, personal interests, and parental influence. Students who performed well academically tended to choose the academic track, while those who struggled academically were more likely to choose the technical-vocational-livelihood (TVL) track. Career prospects played a crucial role in students' decision-making, as they were more likely to choose tracks that they believed would lead to better job opportunities. Personal interests and skills also influenced track preferences, with students opting for tracks that aligned with their hobbies and talents. Finally, parental influence played a vital role in students' decision-making, as parents often encouraged their children to pursue specific tracks. The study provides insights into the factors influencing SHS track preference among grade 10 students in the Philippines. The findings suggest that academic performance, career prospects, personal interests, and parental influence are critical factors in students' decision-making. The study's results could inform policy and program development aimed at improving SHS education and helping students make informed decisions about their future education and career paths