Leadership Behaviors and Management Practices of School Heads in Public Elementary Schools

Hahmim Beljium

doi:10.62596/0e0zs572

Authors

Hahmim K. Beljium Teacher 1, Department of Education, Philippines Author

DOI:

https://doi.org/10.62596/0e0zs572

Keywords:

leadership behavior, management practice, transactional leadership, instructional leadership, servant leadership

Abstract

This study examined the leadership behaviors and management practices of school heads in public elementary schools in South Ubian, Tawi-Tawi, during the 2025-2026 school year. Using a quantitative, descriptive-correlational research design, the study involved a total enumeration of 42 respondents, comprising school principals, teachers-in-charge, and teachers. Data were collected through validated and reliable survey instruments measuring five leadership behaviors: transformational, transactional, instructional, servant, and distributed leadership, and five domains of management practices, such as leading strategically, managing school operations and resources, focusing on teaching and learning, developing self and others, and building connections. Descriptive statistics, the Kruskal-Wallis H test, and Pearson product-moment correlation were employed for data analysis. Results revealed that transformational and servant leadership behaviors were consistently practiced, while transactional, instructional, and distributed leadership behaviors were often observed. Management practices were implemented to a great extent across all domains. No significant differences in leadership behaviors and management practices were found across groups defined by profile variables. However, a significant positive relationship existed between leadership behaviors and management practices, indicating that stronger leadership behaviors are associated with more effective school management. The findings highlight the importance of context-responsive leadership in geographically isolated and disadvantaged areas and provide empirical bases for leadership development initiatives and policy interventions aimed at strengthening school leadership in marginalized communities.

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