Principals’ Achievement Motives and Goals as Predictors of Leadership Styles: Basis for School Leaders Development Program
DOI:
https://doi.org/10.65339/ijsis.V1.I2.76Keywords:
Achievement Motivation, Achievement-Oriented Leadership, Directive-Oriented Leadership, Leadership Styles, School Leadership, Financial Status, Business Involvement, Investment InvolvementAbstract
This study examined school principals’ achievement motives and leadership styles in Olutanga Island District Schools, Division of Zamboanga Sibugay, as a basis for developing a school leader development program. It was anchored on McClelland’s Achievement Motivation Theory, Achievement Goal Theory, and Path-Goal Theory of Leadership. A quantitative descriptive-correlational design was employed involving 105 Department of Education head teachers, master teachers, and school heads/school principals from public elementary and secondary schools in Talusan, Mabuhay, and Olutanga through total enumeration. Data were collected using an adapted and modified five-point Likert-scale questionnaire that underwent expert validation and pilot testing, obtaining a Cronbach’s alpha coefficient of 0.884. Weighted mean, frequency, percentage, standard deviation, Pearson product–moment correlation, independent samples t-test, and one-way ANOVA were used for analysis. Results showed a very high overall need for achievement, with pursuit of excellence and drive to succeed very highly demonstrated and initiative highly demonstrated. Fear of failure was generally high but manageable, with moderate risk avoidance and higher tendencies toward protecting one’s image and seeking short-term security. Achievement-oriented leadership was very highly demonstrated, while directive-oriented leadership was highly demonstrated. Initiative and pursuit of excellence were significantly related to achievement-oriented leadership, while drive to succeed, initiative, pursuit of excellence, and short-term security were significantly related to directive-oriented leadership. No significant differences were found according to sex and leadership experience, whereas school type, educational attainment, and training attended produced significant differences in selected motivational and leadership dimensions. The study recommends sustained, evidence-based leadership development, differentiated training, postgraduate education, participative decision-making, innovation, and adaptive leadership, serving as the basis for the proposed ACHIEVE-LEAD Program. The study primarily supports SDG 4 – Quality Education and SDG 16 – Peace, Justice, and Strong Institutions by strengthening educational leadership, professional capacity, governance, and institutional effectiveness. Its sustainability contribution is mainly educational, institutional, and governance-related through continuous leadership development, improved decision-making, effective resource management, and sustained school improvement.
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