Relationship Between Strategic Leadership Practices, Management Behavior, Teachers’ Work Engagement, and School Effectiveness in Nursery High School
DOI:
https://doi.org/10.65339/ijsis.V1.I1.8Keywords:
Accountability, Management Behavior, School Effectiveness, Strategic Leadership Practices, Teachers’ Work EngagementAbstract
This study examined the relationship among strategic leadership practices, management behavior, teachers’ work engagement, and school effectiveness in Nursery High School, Masbate City. Anchored on Strategic Leadership Theory, Transformational Leadership Theory, and the Job Demands–Resources (JD-R) Theory, the study employed a quantitative descriptive-correlational research design. Data were collected using a validated researcher-made questionnaire administered to all 33 teachers through complete enumeration. Frequency count, percentage, weighted mean, and Pearson Product–Moment Correlation Coefficient were used to analyze the data. The findings revealed that the school head demonstrated high levels of strategic leadership practices in terms of strategic vision and direction, decision-making, resource management, stakeholder engagement, and continuous improvement. Management behavior was likewise rated positively across communication, instructional supervision, motivation and empowerment, conflict management, and accountability and professional ethics. Teachers exhibited high levels of work engagement, particularly in vigor, dedication, and absorption, while the school demonstrated a high level of effectiveness in learner achievement, instructional quality, school management, stakeholder participation, and continuous school improvement. Moreover, strategic leadership practices, management behavior, and teachers’ work engagement each showed a significant positive relationship with school effectiveness. The study concludes that strengthening leadership practices, management behavior, and teachers’ work engagement can further enhance school effectiveness. It recommends sustaining participatory leadership, strengthening instructional supervision and stakeholder collaboration, maximizing resource utilization, and supporting teachers’ continuous professional development. The study aligns with Sustainable Development Goal 4 (Quality Education) by supporting effective school leadership and continuous school improvement and with Sustainable Development Goal 16 (Peace, Justice, and Strong Institutions) by promoting ethical leadership, accountability, and effective educational governance. Its findings contribute to educational and institutional sustainability by providing evidence that supports leadership development, teacher engagement, and continuous improvement in public secondary schools.
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