Abstract
The objective of the present inquiry was to ascertain the performance standards and leadership philosophies of the principals of public and private secondary schools in Urdaneta City Division in the academic year 2023–2024. A questionnaire was the primary tool used by the researcher to collect the necessary data when using the descriptive technique of research. The respondents from both categories concur that school heads from both private and public schools exhibit instructional, transformational, transactional, strategic, and constructivist leadership styles. Nonetheless, the outcomes indicate that, in the following ranking order: (1) strategic, (2) transformational, (3) transactional, (4) instructional, and (5) constructivist, the strategic leadership style outperformed the other forms. In the meantime, both public and private school administrators performed to a very satisfactory, and in some cases exceptional, degree when it came to goal-setting, curriculum management, teacher assessment, and community interactions. Based on the findings, the following conclusions were drawn: (a) the majority of school heads come from public schools; they are highly qualified educators who are relatively new to the position and have little relevant in-service training; (b) they have all five leadership styles, with the strategic style predominating over the others, and they are equipped to discharge their duties in a variety of scenarios.
Keywords
Community, Leadership Styles, Privates, Public, School
Citations
IRE Journals:
Mari Jane Cairel Andaya
"Leadership and Performance Diversity of Private and Public-School Heads" Iconic Research And Engineering Journals Volume 7 Issue 12 2024 Page 45-51
IEEE:
Mari Jane Cairel Andaya
"Leadership and Performance Diversity of Private and Public-School Heads" Iconic Research And Engineering Journals, 7(12)
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