The role of principal leadership in enhancing personal development: an analysis of bottlenecks, lags, issues and concerns (BLICS)

  Abstract: This study investigated the relationship between principal leadership practices and personal development within a school community. The study utilized a mixed-methods approach, including a survey of teachers and students as well as focus group interviews. The quantitative results indicated that principal leadership practices, specifically idealized influence and inspirational motivation, were positively associated with personal development. The qualitative results identified four themes that were important in promoting personal development: supportive leadership, collaboration and teamwork, a growth mindset, and personalized learning. The findings of this study suggest that the leadership practices of principals play an important role in fostering personal development within the school community. Principals who exhibit idealized influence and inspirational motivation are able to inspire and motivate their staff and students, which in turn leads to greater personal development. In addition, the qualitative findings suggest that creating a supportive environment, promoting collaboration and teamwork, fostering a growth mindset, and providing opportunities for personalized learning are important factors in promoting personal development. The implications of these findings are significant for school leaders and educators. School leaders should focus on creating a supportive environment that fosters collaboration and teamwork, promotes a growth mindset, and provides opportunities for personalized learning. By doing so, they can help to foster personal development within their school community, which can have positive implications for student achievement and well-being. Educators should also be aware of the importance of these factors and work to incorporate them into their teaching practices. This study contributes to the understanding of the relationship between principal leadership practices and personal development within the school community. Further research is needed to explore the specific mechanisms by which principal leadership practices impact personal development and to investigate the long-term effects of personal development on student achievement and well-being

Teaching leadership: an examination of best practices for leadership educators

This study explored the leadership perspectives of four school principals on creating a positive school culture and improving student outcomes. Four key themes emerged from the interviews: the importance of relationship building, focus on student learning, emphasis on professional development, and collaboration. The principals highlighted the significance of building strong relationships with staff and students as the foundation for creating a positive school culture. They emphasized the need for regular assessments to monitor student progress and creating a safe and engaging learning environment. The principals recognized the importance of ongoing professional development for themselves and their staff and believed that keeping up to date with new teaching methods and technologies was critical in providing students with the best possible education. Collaboration was also seen as essential, with the principals emphasizing the need to work collaboratively with staff, parents, and the wider community to achieve shared goals. Overall, the study suggests that effective school leadership requires a focus on building strong relationships, a commitment to student learning, ongoing professional development, and collaboration. These findings are consistent with previous research on effective school leadership, emphasizing the need for a collaborative and supportive school culture that prioritizes student learning and teacher development. The study has important implications for school leaders, highlighting the importance of relationship building, ongoing professional development, and collaboration in creating a positive school culture and improving student outcomes

A study of learners’ perceived challenges in reading: implications for developing school reading programs

This study explored the perceived challenges in reading among learners in the Division of Toledo City, Philippines and their implications for developing effective school reading programs. The study utilized a mixed-methods approach, with quantitative data obtained from a survey and qualitative data gathered through interviews and focus group discussions. The findings showed that the majority of participants faced difficulties in decoding, fluency, comprehension, and motivation, with relatively low frequency of reading. Storybooks were the most preferred reading material among participants, followed by comics, magazines, and textbooks. These findings suggest that there is a need for effective reading programs that promote frequent reading habits and provide engaging reading materials to help learners overcome the challenges they face. The qualitative findings provide insights into the specific areas of difficulty faced by learners, including their perceptions of the causes of these challenges, such as lack of interest, inadequate reading skills, and limited access to reading materials. Overall, this study contributes to the growing body of literature on reading challenges among learners and highlights the importance of developing effective reading programs that address the specific needs and challenges of learners. The findings of this study have practical implications for educators and policymakers in designing and implementing effective reading programs that foster a love for reading and enhance the literacy skills of learners

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

Quality performance of teachers: work environment, work attitude, and principal supervision: qualitative investigation

One of the most important factors in the face of the educational system is the quality of teachers’ performance. The goal of this study is to ascertain whether the teachers’ high-quality performance is actually impacted by the work environment, work attitude, and principal supervision. In this qualitative investigation, the Heideggerian Phenomenology design was employed. This study seeks to comprehend the phenomenon from the participant’s point of view and through their experiences. In this study, the purposive method was employed, and participants were chosen to expound on their experiences as general education teachers at PAU Excellencia Global Academy Foundation, Inc., teaching in an inclusion classroom. It has been discovered that the key to creating a positive learning environment in the classroom is workgroup encouragement, especially having good relationships with the principal. How frequently teachers must deal with unruly and aggressive students have largely defined teaching obstacles. A teacher’s perception of the supportive environment at school improved as he or she gained experience

Moving beyond the new normal: Understanding Flexible Learning Options (FLOs) on the parameters of Basic Education Learning Continuity Plan (BE-LCP)

The purpose of this study is to understand Flexible Learning Options (FLOs) and how they are used with Grade 12 Senior High School students at PAU Excellencia Global Academy Foundation, Inc. after the pandemic. In order to collect data for this study, modified adapted questionnaires were used in conjunction with the descriptive-survey methodology. The data were then processed using simple percentages, the weighted mean, and the t-test. These conclusions based on the provided data are as follows: The student’s status of the implementation of the school’s policies on alternative learning modality and learning continuity plan has an average weighted mean of 4.12 interpreted as Agree, with the alternative learning modality on modules distribution receiving the lowest mean and being interpreted as Agree. The teacher’s perception is interpreted as Agree by the average weighted mean of 4.20. Students and teachers have very different perspectives on how the school’s regulations regarding alternate learning modalities are implemented, whereas they have quite similar perspectives on how well students are following the basic education learning continuity plan. Following that, a plan of action should be created and put into effect using the school’s alternate delivery modality and basic education learning continuity policies

The use of body language in public speaking

This research examined various methods of body language, gestures, and expressions used during public speeches. Numerous public speakers have used different techniques during their speeches to improve their presentations. Certain objectives of the research explain how body language can enhance public speech. The third objective was to examine how to prepare and implement various uses of body language into a public speech. Lastly, the research sought to identify the advantages of implementing different hand and arm movement methods while using assorted levels of voice ranges. The study was conducted by observing public speeches at expositions, seminars, government official public speeches, award acceptance speeches, and university professor lectures. Multiple prerecorded public speeches were also evaluated with the use of the internet. The primary results are that using different methods of hand gestures, arm movements, facial expressions, a strong voice, and maintaining a good posture significantly benefits public speeches. It was also established that preparing for a public speech by selecting the type of body language that will support your style of presentation will improve the success of your speech. The recommendation is that public speakers maintain a good posture and respect the audience while maintaining eye contact with all members attending the event. Additionally, the speakers should keep their hands and arm moving at all times while occasionally returning their hands to their waistline area and use various facial gestures and expressions to help entice the audience. Lastly, public speakers should use a strong voice during their speeches as it helps audience members focus during the presentation

Assessing the impact of principal’s instructional leadership, school level, and effectiveness in educational institutions

This study aimed to investigate the relationship between instructional leadership and school effectiveness in educational institutions in Toledo City Division, Philippines. A mixed-methods approach was utilized, including a survey questionnaire and focus group discussions. The survey was administered to 13 school principals, while the focus group discussions involved 14 teachers and school administrators. The quantitative results showed that instructional leadership had a significant positive effect on school effectiveness, while school level did not have a significant effect. The qualitative findings highlighted the challenges faced by school principals in implementing effective instructional leadership practices, including resistance to change and limited resources. The importance of collaboration and communication between school principals, teachers, and the community in promoting effective instructional leadership practices was also emphasized. The comparative analysis of the quantitative and qualitative results revealed that while the survey results showed a significant positive relationship between instructional leadership and school effectiveness, the focus group discussions provided valuable insights into the challenges and strategies for effective implementation of instructional leadership practices. Overall, this study suggests that instructional leadership plays a critical role in enhancing school effectiveness in educational institutions in Toledo City Division, Philippines. The findings highlight the need for collaboration and communication between school leaders, teachers, and the community to ensure the success of instructional leadership practices. These findings have implications for educational policy and practice, emphasizing the importance of investing in instructional leadership development and support to improve school effectiveness