ABSTRACT
This study determined the influence of school heads’ visionary leadership on the performance of teachers as basis for a proposed enhancement plan. The study also determined the significant relationship between the profile variables of teachers and their performance and the significant relationship of school head’s visionary leadership influencing the performance of teachers. Moreover, the study revealed that the influence of school heads’ visionary leadership on the performance of teachers pertaining to the five domains are marked as very influential.
This study used the descriptive correlation method employing the survey and correlation techniques. Unstructured interviews and observations were also used to back up the responses provided by the respondents. Moreover, the correlation aspect of the study involved the determination of the existence of a relationship between the performance of teachers and the following variables: Profile of School Heads/Teachers and extent of school heads’ visionary leadership influencing the performance of teachers. From the results of the study, a proposed enhancement plan was conceptualized and suggested.
The respondents of the study were School Heads and Teachers from all the Secondary Public High Schools in the Municipality of Baggao consisting 7 School Heads and 241 teachers. Total population sampling was used for both the school heads and teachers.
The study made used of the descriptive statistics or the descriptive frequency count, mean and simple percentage to interpret the data on the profile of the school heads and teachers. Weighted mean and standard deviation were used in determining the extent of school heads’ visionary leadership that influence teachers’ performance. IPCRF of the teachers is used to get their performance rating.
Age, civil status, educational attainment, position, years of service as school heads and number of leadership seminars/trainings attended are predictors of teachers’ teaching performance.
The visionary leadership attribute of school heads along the domains: leading strategically, managing school operations and resources, focusing on teaching and learning, developing self and others and building connections are very influential in determining the teachers’ teaching performance.
Teachers have an outstanding performance as indicated by a very high positive correlation with the school heads’ visionary leadership.
Teachers’ performance is high when school head’s visionary leadership is high and the organizational climate is high.
Further review of prevailing leadership practices of school heads should be explored to enhance the performance of teachers. Setting a timeline or work plan in action research writing may help teachers in overcoming the difficulties encountered by them in their field. Top level management authorities must ensure non-exclusion from education for persons with disabilities and eliminate structural disadvantages to achieve effective participation and equality for all. School authorities should make adequate annual budgetary provisions for school facilities to allow for periodic replacement, continuity and availability of school facilities. A proposed enhancement plan to support school heads’ visionary leadership practices is also suggested in this study.
Keywords: Enhancement Plan, Teaching Performance, Visionary Leadership
INTRODUCTION
Visionary leadership is paramount in effectively managing educational institutions in the world. It encompasses leaders who possess a clear and inspiring vision for the future of education and can translate that vision into actionable strategies. The significance of visionary leadership in education management globally can be seen in several aspects. Firstly, academic leaders provide strategic direction to the institution by establishing a clear purpose and long-term goals. They create a vision that aligns with the evolving needs of students, society, and the educational landscape. This enables the institution to stay focused and work towards achieving its objectives.
Secondly, visionary leaders foster a culture of innovation and adaptation within the institution. They embrace new ideas, technologies, and teaching methodologies to ensure the institution remains relevant in a rapidly changing world. By encouraging innovation, visionary leaders empower teachers and students to explore creative approaches to teaching and learning. Furthermore, visionary leaders can motivate and inspire stakeholders within the education community. They create a positive and inclusive environment where teachers feel valued and supported, enhancing job satisfaction and commitment.
The Philippine educational system continuously aims to meet its goals and objectives to make teaching-learning effective amidst challenges and changes. As such, efforts to improve the learning system are conducted in different schools through a variety of activities in cooperation with parents, internal and external organizations and different individuals who support the school in the implementation of its programs and projects. Thus, school heads’ leadership play a crucial role in the effective delivery of learning in all projects and events in the school as well as in attaining better performance of learners, teachers, and the school as a whole.
On the other hand, despite knowing that leadership holds a key spot in the field of education, limited empirical research has been conducted regarding the influence of leadership particularly on visionary leadership in relation to teachers’ performance. As it is observed, school heads’ way of leading affect teachers’ skills, abilities, and competencies which either make them capable or incompetent in the teaching-learning process. Based on the current experiences and situations of teachers due to the emergence of pandemic, their work is being affected which leads to low performance. If such scenario is not being addressed, it will abruptly inflict issues and concerns in the teaching-learning system.
In this regard, school heads put an impact in every facet of teaching-learning since they can influence and motivate individuals in the realization of the goals and innovations of the school. Since school heads are considered visionary leaders, they create and articulate visions towards the attainment of their purpose to work. They also develop their own personal vision and share it with other people especially with teachers, learners, parents, and stakeholders in order to make things happen and perform their functions effectively. Such demand for school heads is emphasized in DepEd Order No. 24, s. 2020 dated September 7, 2020, in line with the commitment of the Department of Education (DepEd) to support school heads in performing their duties and responsibilities in the school. Through the DepEd Order, it also states that school heads occupy that task in improving teachers’ and learners’ quality and performance.
However, leadership alone cannot make the school effective as the performance of teachers also serves as one among the vital factors that contribute in the attainment of the school’s goals and objectives. Hence, through this study, it looked into the influence of school heads’ visionary leadership in line with the performance of teachers. As school heads, they have the responsibility to ensure that work efforts of teachers are directed towards the accomplishment of organizational objectives.
Since the study focused on the influence of school heads’ visionary leadership, it encompasses the responsibility of school heads to formulate vision of the school in a clear manner and can turn it into a work in order to identify educational goals effectively (Bustari, 2019, p. 84). This, then includes communicating the vision to stakeholders who are part of the school since according to Karwan et al., (2021), visionary leaders are guided with the right vision to lead and work according to the leading and the capacity to think of innovations that are focused on changes and developments. With this, as school heads make actions towards goals and objectives, they are not setting aside that other people can help the school to become an effective instrument in molding learners. As also mentioned by Gichohi (2015) in her study, “it is imperative that school leaders manifest effective school management that involves all stakeholders in the decision-making process.”
In the public secondary schools in Baggao, many of the school leaders are observed as visionary in characteristics. Teachers also manifest exemplary performance. However, it has not been determined if the leaders’ visionary trait contributes to the performance of teachers.
Therefore, it is a must to determine the extent to which school heads’ visionary leadership influence the performance of teachers in various activities, programs, and projects of the school. The school heads’ profile and the influence of their visionary leadership will then be essential to identity in order to determine their relationship on the performance of teachers. The research findings are instrumental as bases in crafting a Proposed Enhancement Plan.
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