Ethical Leadership, Accountability, and Transparency in School Governance in Banaybanay District, Division of Davao Oriental: Basis for Policy and Program Development
DOI:
https://doi.org/10.65339/ijsis.V1.I3.190Keywords:
Accountability, Ethical Leadership, Governance Enhancement, Institutional Sustainability, Participatory Decision-Making, School Governance, Stakeholder Engagement, Sustainable Development Goals, TransparencyAbstract
This study examined ethical leadership, accountability, and transparency in school governance among public elementary schools in Banaybanay District, Division of Davao Oriental, as a basis for governance improvement. Anchored on Ethical Leadership Theory, Accountability Theory, and Transparency Theory of Governance, the study employed a quantitative descriptive-correlational research design. Data were gathered from 250 respondents, comprising 158 administrators and 92 teachers, using proportionate stratified random sampling and a structured, researcher-adapted questionnaire. Descriptive and inferential statistical analyses were conducted to assess governance practices, differences across respondent profiles, and relationships among variables. Findings indicated high levels of ethical leadership (M = 3.50), accountability (M = 3.47), and transparency (M = 3.62). Honesty, responsible resource stewardship, and reporting and feedback mechanisms emerged as notable strengths, while justice and policy and ethical compliance received moderate ratings. Transparency assessments differed significantly according to age, position, and length of service, whereas ethical leadership and accountability showed no significant differences across respondent profiles. All three governance dimensions were positively and significantly correlated, with accountability and transparency demonstrating the strongest relationship (r = .904, p < .001). The study recommended strengthening fairness, ethical compliance, financial disclosure, participatory decision-making, and stakeholder engagement through the proposed Leadership, Ethics, Accountability, and Disclosure for Strengthened School Governance (LEAD-SG) Program. The findings align with Sustainable Development Goal (SDG) 4 on Quality Education, SDG 16 on Peace, Justice and Strong Institutions, and SDG 17 on Partnerships for the Goals. The study may contribute to educational, institutional, governance, and community sustainability by informing district-specific policies, supporting responsible resource management, strengthening stakeholder trust, and promoting continuous school improvement.
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