Leadership Styles and Attributes Towards Education Progression Driven-Era of Public Secondary School Administrators

Abstract

The study determined the extent of leadership styles and the extent of attributes towards education progression-driven era of public secondary school administrators. This study employed non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public secondary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the extent of leadership styles was extensive while the extent of attributes towards education progression-driven era of public secondary school administrators was also extensive. Moreover, the overall results disclosed that indicators for leadership styles have a strong positive relationship to the attributes towards education progression-driven era of public secondary school administrators. Further, results from the regression analysis revealed the following have a strong influence of leadership styles on attributes towards education progression-driven era of public secondary school administrators: Behavior, Transformational, and Transactional. It was recommended that potential school administrators must have proper training on the functions or roles of school administrators before taking the position of school administrators. It is also recommended that teachers must also be aware of the functions of school administrators to fully understand and appreciate the tasks and achievements of their leaders.