Ethical Leadership Practices of Central Public Elementary School Principals in the Division of Samar: Basis For Intervention Program
Keywords:
Ethical, Leadership, Practices, Principals, InterventionAbstract
This study determined the behaviours that constitute ethical leadership of public elementary school heads in the Division of Samar as perceived by themselves and their teachers during the school year 2015-2016 with the end goal of coming with an intervention program. This study employed the descriptive-correlation research design. As an assessment, the two groups of respondents had disagreement on the ethical leadership practices of school heads along creating a learner-centred learning climate supported by a grand weighted mean of 4.55 from school head-respondents and interpreted as “always practiced” but with 4.31 from the teacher-respondents and interpreted as “often practiced”. To the teacher-respondents as “often practiced” was their perception as revealed by the weighted means of the indicators which was between 3.51-4.50 interpretation ranges. For the overall perception the two groups of respondents differed from each other. As to the ethical leadership practices along human relations management and professional development, both school head-respondents and teacher-respondents had different perceptions. On the perceptions of the two respondents of the study along the seven domains, the school head respondents almost always perceived them to have been “Always practiced” and “often practiced” by teacher respondents. Though the effect of their difference is very negligible, the teacher must have more quality time for socialization and educational revisit of common activities to which both the school head and their teachers can find.
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