Leadership and Governance of School Heads and Performance of Teachers

Abstract

This study examined the relationship between shared leadership and governance among school heads and the performance of teachers in the ten Junior High Schools. The study utilized a descriptive-correlational design with 159 teacher respondents selected through proportionate stratified random sampling. The Distributed Leadership Readiness Scale (DLRS) was used to measure shared leadership and governance, while the IPCRF ratings determined teachers’ performance. Data were analyzed using weighted mean, percentage, Spearman’s Rank Correlation Coefficient, and t-test. Findings revealed that the level of shared leadership and governance among school heads was high. The teachers’ performance was rated outstanding. However, there was no significant relationship between shared leadership and governance and teachers’ performance, indicating that while collaborative leadership was evident, it may not directly affect performance outcomes. No significant differences were also found when grouped according to sex, highest degree attained, and plantilla position. The study concludes that shared leadership remains vital in fostering collaboration, empowerment, and a positive school culture. A development plan was proposed to strengthen participatory leadership practices among school heads and teachers.