Leadership Practices and the School Climate: Inputs to a Professional Development Plan in Calbayog I–VI Districts

AUTHOR(S)

RON TEOFYLE M. ORTIZ

ABSTRACT

—— This study examines the administrative leadership practices of public secondary school heads and their relationship to the state of the school climate in the Calbayog I– VI Districts. The study aimed to assess the administrative leadership practices of public secondary school heads in terms of instructional, transformational, ethical and moral leadership, and strategic management and resource allocation, as well as to determine the state of the school climate as perceived by both school heads and teachers. It also sought to examine the relationship between leadership practices and school climate and to propose a professional development plan based on the findings. A descriptive-correlational research design was employed, utilizing survey questionnaires administered to school heads and teachers during the School Year 2025–2026. Data were analyzed using descriptive statistics, correlation analysis, and regression techniques to determine levels, relationships, and predictive influence among variables. Findings revealed that school heads demonstrated moderate to high levels of administrative leadership practices, with strengths noted in ethical and moral leadership and strategic management. Instructional and transformational leadership were perceived at a moderate level by both school heads and teachers, indicating areas for improvement. The state of the school climate was generally perceived as moderate, with professional collaboration, institutional trust, and academic emphasis evident but not fully maximized. Stakeholder engagement and community relations emerged as relatively weaker areas, particularly from the teachers’ perspective. Results further indicated that the demographic and professional profiles of school heads and teachers did not significantly influence leadership practices or the state of the school climate. However, a significant relationship was found between administrative leadership practices and the state of the school climate, especially based on teachers’ perceptions, underscoring the critical role of leadership behavior in shaping a positive school environment. The study concludes that effective administrative leadership, particularly instructional, transformational, ethical, and strategic practices, is essential in fostering a supportive and productive school climate. The proposed professional development plan is recommended to enhance leadership competencies, strengthen collaboration, and improve stakeholder engagement to support continuous school improvement. Keywords: Administrative Leadership, School Climate, Instructional Leadership, Transformational Leadership, Professional Development