Collaborative Leadership Ability, Futuristic Thinking Capability, And Emergency Preparedness on Strategic Leadership of School Administrators

Abstract

This study examined the influence of collaborative leadership capacity, futuristic thinking capability, and emergency educational preparedness on the strategic leadership of school administrators in Region 10 during the 2025–2026 school year. It assessed collaborative leadership in terms of assessing the environment, visioning and mobilizing, building trust, shared power and influence, developing people, and self-reflection; futuristic thinking capability through future scanning, future visioning, future-oriented planning, and future-focused decision-making; and emergency educational preparedness across emergency planning and delegation, implementation, communication and monitoring, motivation and democratic leadership, professional development, and accountability and transparency. The study also measured strategic leadership in terms of strategic orientation, translation, alignment, intervention, and competence.
Findings revealed that school administrators demonstrated high levels of collaborative leadership, futuristic thinking, and emergency preparedness, with assessing the environment and emergency motivation receiving the highest ratings. Strategic leadership was interpreted as highly strategic, though strategic orientation and translation emerged as the dimensions requiring the most refinement. Correlation analysis indicated significant positive relationships between all independent variables and strategic leadership, with emergency preparedness identified as the strongest correlate. Regression analysis identified six significant predictors led by emergency accountability and transparency which accounted for 72.3% of the variance in strategic leadership.