Enhancing Educational Leadership: Exploring the Enneagram's Impact on Interpersonal Relationships

This study examines the impact of the Enneagram on enhancing educational leadership by exploring its influence on interpersonal relationships. Through qualitative interviews with educational leaders, the study investigates three key themes: self-awareness and leadership style, understanding and valuing individual differences, and conflict resolution and team cohesion. The findings reveal that the Enneagram framework plays a crucial role in enhancing self-awareness among educational leaders. By understanding their Enneagram type, leaders gain insights into their strengths, weaknesses, communication styles, and decision-making processes. This self-awareness enables them to make conscious choices in their leadership approach, adapt their styles to connect with and support team members, and foster effective communication. Additionally, the Enneagram facilitates understanding and valuing individual differences within educational leadership teams. Recognizing the diverse motivations, fears, and communication preferences associated with each Enneagram type, leaders create an inclusive environment where differences are appreciated, and conflicts are approached constructively. This understanding fosters empathy, respect, and collaboration among team members, promoting team cohesion and harnessing the collective potential of the team. Moreover, the Enneagram proves instrumental in conflict resolution by providing a framework for understanding the underlying dynamics of conflicts. Leaders approach conflicts with empathy, seeking common ground and resolutions that address core concerns. This approach creates a safe space for open and constructive discussions, strengthening relationships and advancing team objectives. This study highlights the transformative power of the Enneagram in enhancing educational leadership and emphasizes the importance of self-awareness, understanding differences, and effective conflict resolution in creating positive learning environments. It recommends integrating the Enneagram into leadership development programs and suggests avenues for future research to explore the experiences of different stakeholders and the long-term impact of the Enneagram on leadership effectiveness

Leadership in Education: Theory and Practice

Leadership in education plays a crucial role in determining the success of schools and educational institutions. A systematic review of the literature was conducted to identify the most prominent theories and models of leadership in education and to better understand their implications for practice. The theories and models included Transformational Leadership, Situational Leadership, Full-Range Leadership, and Contingency Theory. The review found that effective leadership in education requires flexibility and adaptability, as well as the ability to inspire and motivate followers through behaviors such as charisma, idealized influence, and individualized consideration. Each of the theories and models reviewed provided important insights into effective leadership, but also had limitations and areas for improvement. Overall, the systematic review of the literature highlights the importance of ongoing research and professional development for educational leaders, in order to continue to build their knowledge and skills and drive positive outcomes for their schools and students. The findings of this review provide valuable insights for practitioners and researchers alike, and can help to inform the development of more effective leadership practices in education. &nbsp

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