Leadership Styles and School Climate: Implications for Educational Outcomes

Authors

Osias Kit T. Kilag PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0000-0003-0845-3373
Francisca T. Uy ECT Excellencia Global Academy Foundation, Inc., Buanoy, Balamban, Cebu, Philippines Author https://orcid.org/0000-0002-2180-5874
John Michael V. Sasan PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0000-0001-5987-6937
Jenbe E. Calunsag PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0009-0001-1556-4058
Jenicca Yloah C. Pareja PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0009-0001-0001-4686
Joana Marie F. Timtim PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0000-0002-0351-8492
Jomari Anrev A. Pansacala PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0009-0002-5892-863X

Keywords:

School leadership, Transformational leadership, Instructional leadership, School climate

Abstract

This systematic review examines the interplay between leadership styles, school climate, and educational outcomes in Philippine schools. The study underscores the pivotal role of leadership in shaping school climate, with transformational and instructional leadership styles identified as key influencers. Transformational leaders, by inspiring and empowering stakeholders, foster positive climates characterized by trust, collaboration, and shared goals. In contrast, administrative-focused leadership may contribute to negative climates and hinder school effectiveness. The review highlights the mediating role of school climate, showing how it enhances or impedes the translation of leadership practices into student achievement and teacher satisfaction. Challenges faced by school leaders, such as inadequate training and resource constraints, underscore the need for robust leadership development initiatives like the School-Based Management policy and School Head Development Program. These programs aim to empower principals, enhance their leadership competencies, and foster collaborative school governance. Ultimately, fostering a positive school climate through effective leadership is essential for improving educational outcomes and creating supportive learning environments in Philippine schools.

References

Allen, N., Grigsby, B., & Peters, M. L. (2015). Does leadership matter? Examining the relationship among transformational leadership, school climate, and student achievement. International Journal of Educational Leadership Preparation, 10(2), 1-22.

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership. Psychology press.

Brauckmann, S., & Pashiardis, P. (2011). Contextual framing for school leadership training: Empirical findings from the Commonwealth Project on Leadership Assessment and Development (Co‐LEAD). Journal of Management Development, 31(1), 18-33.

Brookover, W. B., & Lezotte, L. W. (1979). Changes in school characteristics coincident with changes in student achievement: Executive summary. Institute for Research on Teaching, Michigan State University.

Bulach, C., Pickett, W., & Boothe, D. (1998). Mistakes educational leaders make.

Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers college record, 111(1), 180-213.

Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council, 12(10).

Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational administration quarterly, 52(2), 221-258.

DepEd. (2015). Guidelines On The Enhanced School Improvement Planning (SIP) Process And The School Report Card (SRC). Department Order 44, s. 2015. https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-school-improvement-planning-sip-process-and-the-school-report-card-src/

Edmonds, R. (1979). Effective schools for the urban poor. Educational leadership, 37(1), 15-24.

Fullan, M. (2023). The principal 2.0: Three keys to maximizing impact. John Wiley & Sons.

Gruenert, S. (2005). Correlations of collaborative school cultures with student achievement. NASSP bulletin, 89(645), 43-55.

Gurr, D., Drysdale, L., & Mulford, B. (2005). Successful principal leadership: Australian case studies. Journal of educational administration, 43(6), 539-551.

Hallinger, P., & Heck, R. H. (1998). Exploring the principal's contribution to school effectiveness: 1980‐1995. School effectiveness and school improvement, 9(2), 157-191.

Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools, healthy schools: Measuring organizational climate. (No Title).

Kelley, R. C., Thornton, B., & Daugherty, R. (2005). Relationships between measures of leadership and school climate. EDUCATION-INDIANAPOLIS THEN CHULA VISTA-, 126(1), 17.

Kilag, O. K. T., Uy, F. T., Abendan, C. F. K., & Malbas, M. H. (2023). Teaching leadership: an examination of best practices for leadership educators. Science and Education, 4(7), 430-445.

Kilag, O. K. (2024). Exploring the Connection of School Leadership, Educational Effectiveness, and Professional Learning: A Focus on School Leader as Researcher. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(2), 57-63.

Kilag, O. K. T., Manguilimotan, A. M. G., Maraño, J. C., Jordan, R. P., Columna, P. A. F., & Camaso, M. F. A. (2023). A conceptual framework: A systematic Literature Review on Educational Leadership and Management. Science and Education, 4(9), 262-273.

Kilag, O. K., Uy, F., Calledo, M. F., Diano Jr, F., Morales Jr, N., & Abendan, C. F. (2024). Assessing the Impact of Principal's Instructional Leadership, School Level, and Effectiveness in Educational Institutions. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(1), 73-82.

Lashway, L. (2003). Distributed leadership. Research Roundup, 19(4), n4.

Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research 1996–2005. Leadership and policy in schools, 4(3), 177-199.

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Review of research. Wallace Foundation, The.

Liang, J. G., & Sandmann, L. R. (2015). Leadership for Community Engagement--A Distributed Leadership Perspective. Journal of Higher Education Outreach and Engagement, 19(1), 35-63.

NEDA. (2017). Philippine Development Plan 2017-2022. National Economic and Development Authority. https://pdp.neda.gov.ph/wp-content/uploads/2021/02/Pre-publication-copy-Updated-PDP-2017-2022.pdf

Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational administration quarterly, 44(5), 635-674.

Ross, J. A., & Gray, P. (2006). School leadership and student achievement: The mediating effects of teacher beliefs. Canadian Journal of Education/Revue canadienne de l'éducation, 798-822.

Sergiovanni, T. (2005). Leadership: What's in it for Schools?. Routledge.

World Bank. (2016). Philippines Education Note. World Bank Group. https://documents1.worldbank.org/curated/en/351711468567066113/pdf/106950-REVISED-PH-PETS-QSDS-Note-3.pdf

Downloads

VIEW PDF
DOI

Published

2024-06-28 — Updated on 2024-07-09

Versions

2024-07-09 (2)
2024-06-28 (1)

Issue

Vol. 1 No. 7 (2024): International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE)

Section

Articles

License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

Kilag, O. K., Uy, F., Sasan, J. M., Calunsag , J., Pareja , J. Y., Timtim, J. M., & Pansacala, J. A. (2024). Leadership Styles and School Climate: Implications for Educational Outcomes. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(7), 22-30. https://risejournals.org/index.php/imjrise/article/view/558 (Original work published 2024)

Download Citation