Leadership Behavior of Public Secondary Principals and their Relationship to Organizational Culture in the New Normal in the Division of Malabon City
DOI:
https://doi.org/10.65339/ijsis.V1.I4.267Keywords:
Institutional Development, Leadership Behavior, Organizational Culture, Public Secondary Schools, School Administrators, Teacher PerceptionsAbstract
This study examined the relationship between school administrators’ leadership behavior and organizational culture in selected public secondary schools in the Division of Malabon City during the new normal, providing a basis for an Institutional Development Plan. Employing a descriptive quantitative research design, the study involved 210 randomly selected respondents, comprising 70 school administrators and 140 teachers from seven public secondary schools during the 2021–2022 school year. Data were gathered through structured questionnaires, supplemented by interviews and observations, and analyzed using descriptive statistics, Pearson correlation, and statistical tests of group differences. Findings revealed effective leadership behavior across five dimensions, with modeling the way receiving the highest mean (4.22). Organizational culture was rated satisfactory, particularly in customer orientation (4.39). A strong, statistically significant positive relationship existed between leadership behavior and organizational culture (r = 0.796), while teachers’ and administrators’ assessments showed no significant differences. Insufficient administrative encouragement and institutional support emerged as prominent concerns. The study concluded that effective leadership was closely associated with a positive organizational culture. Strengthening collaborative decision-making, professional development, personnel motivation, and institutional support through the proposed Institutional Development Plan is recommended. The study was limited to selected Malabon public secondary schools and relied primarily on respondents’ assessments, restricting broader generalization. These findings provide practical evidence for strengthening educational leadership, improving organizational practices, and guiding sustainable institutional development in public secondary education.
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