Leadership Practices And Stakeholders’ Commitment in Schools’ Delivery Services

Abstract

This study determined the leadership practices of school heads and the level of stakeholders’ commitment in the delivery of school services in public elementary schools in Jose Panganiban West and East Districts, Division of Camarines Norte. Specifically, it determined leadership practices in planning and implementation, policy implementation and review, learning environment, learner discipline, management of relationships and school organizations, communication, rewards and recognition, and community engagement; determined stakeholders’ commitment across these areas; analyzed differences in commitment among stakeholder groups; identified challenges; and proposed interventions.
Using a quantitative descriptive-comparative design, data were gathered from 16 school heads, 16 faculty presidents, 14 PTA presidents, and 12 Committee on Education chairpersons. Results showed that school heads demonstrated strong leadership in planning, policy implementation, communication, learning environment management, and community involvement. However, gaps were noted in collaboration, stakeholder engagement, community empowerment, performance evaluation, and recognition mechanisms. Teachers exhibited consistently high commitment across all areas, parents showed moderate to high commitment, while Committee on Education chairpersons demonstrated limited involvement, particularly in planning, policy understanding, and communication.
Significant differences in stakeholder commitment were found across all areas (p < .01), with notable variations in planning, policy implementation, learning environment, and learner discipline. Key challenges included limited stakeholder participation in policy review, low community involvement, weak partnerships, and insufficient empowerment. An Action Plan was developed to strengthen leadership practices, enhance stakeholder commitment, and improve collaboration, communication, and community engagement, contributing to more effective and inclusive school service delivery.