Potential Of Educational Leadership: Reshaping Opportunities for School Heads in Getafe I And 2 District, Division of Bohol

AUTHOR(S)

LYKA B. WAHING

ABSTRACT

— This study examined the relationship between the profile of school heads and teachers, their perceptions of leadership potential, and the influence of leadership practices within educational institutions. Using multiple regression and Pearson correlation analyses, the research assessed how demographic variables and institutional leadership practices affect perceived leadership capacity. Findings revealed that specific leadership practices—particularly teacher and staff development, academic achievement, and leadership effectiveness—are strongly and positively correlated with leadership potential, as perceived by both school heads and teachers. In contrast, demographic factors such as age, gender, civil status, and years of service showed no statistically significant influence on leadership potential. Surprisingly, among teachers, educational attainment exhibited a significant negative relationship with perceived leadership potential, suggesting that academic qualifications do not automatically translate to leadership recognition or influence. Similarly, institutional factors like organizational adaptability, equity, and sustainability demonstrated weak or insignificant correlations with leadership potential, indicating the need for a more integrated and practice-based approach to leadership development. The study underscores the importance of instructional and transformational leadership frameworks in fostering a culture of growth, collaboration, and achievement in schools. Based on the findings, the study recommends that leadership development programs focus on practical competencies, capacity-building, and measurable outcomes rather than relying solely on academic qualifications or tenure. By aligning leadership strategies with effective teaching and learning outcomes, schools can better cultivate sustainable and impactful educational leadership that responds to the evolving needs of 21st-century learners. Keywords — Leadership Potential, Educational Leadership, Teacher Development, Instructional Leadership, School Leadership Practices