The Decision-Making Approaches of School Leaders at Parang West District, Division of Sulu

Teachers’ Perspectives

Abstract

This study investigated the decision-making approaches of school leaders in Parang West District, Division of Sulu, as perceived by public elementary school teachers. It aimed to determine the extent to which school leaders demonstrate decision-making practices in terms of problem identification and analysis, participation and involvement, transparency and communication, and implementation and follow-up. It also examined differences in teachers’ perceptions when grouped according to demographic variables and explored the relationships among the dimensions of decision-making. A descriptive–correlational research design was utilized, involving 100 teachers selected through purposive sampling. Data were gathered using a structured questionnaire and analyzed using frequency, percentage, weighted mean, standard deviation, t-test, one-way ANOVA, and Pearson correlation. The results revealed that school leaders consistently exhibit effective decision-making practices, with all dimensions rated at a high level. Participation and involvement and problem identification and analysis obtained the highest ratings. Significant differences were found in selected dimensions when grouped according to gender, civil status, and length of service, while age and educational attainment showed no significant differences. Furthermore, strong positive correlations were identified among all dimensions, particularly between participation and involvement and implementation and follow-up, as well as between transparency and communication and implementation and follow-up. The findings suggest that effective decision-making among school leaders is achieved through the integration of analytical processes, collaborative participation, transparent communication, and systematic implementation, contributing to improved school performance and teacher engagement.