PRINCIPAL LEADERSHIP, POLITICAL SKILLS AND TEACHER EMPOWERMENT: A PATH MODEL ANALYSIS ON SCHOOL CLIMATE AMONG PUBLIC SCHOOLS

Jover L. Bastasa, Eugenio S. Guhao Jr.

Abstract


The study tried to find the Best Fit Path Model for school climate in public schools as influenced by principal leadership, political skills, and teacher empowerment in public schools using descriptive-correlational technique through Path Model Analysis among 400 teachers in Davao Region, Philippines. Findings revealed very high levels of all variables, namely: principal leadership, political skills, teacher empowerment, and school climate. Further, significant correlations were revealed between independent variables and dependent variables, principal leadership and school climate; political skills and school climate; and teacher empowerment and school climate. Further, results showed that the generated Model 3, The Best Fit Path Model exhibited the relationship between principal leadership and teacher empowerment as they both impacted political skills. Additionally, it also displayed that teacher empowerment and the perceived political skills of the school heads are predictive factors of school climate. The findings of the study could be a significant baseline for policy-making for school programs and initiatives in maintaining school climate in public schools and a reference for further studies.

 

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education, transformational leadership of school heads, teamwork skills, teacher empowerment, organizational commitment, public school teachers, Path Model Analysis, Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejes.v11i11.5576

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