GENDER-ORIENTED LEADERSHIP STYLE OF PUBLIC ELEMENTARY SCHOOL HEADS: BASIS FOR A CAPACITY BUILDING PROGRAM

Abstract

This study was conducted to determine the level of manifestation of gender-oriented leadership styles of the public elementary school heads in the City Schools Division of Alaminos during the school year 2024-2025. This study employed descriptive survey cross-sectional design.

The City Schools Division of Alaminos comprises 38 public elementary schools with 432 teachers and 34 school heads. However, only the 24 school heads were assessed. There are 177 teacher-respondents who were randomly selected from the 327 teachers in the 24 public elementary schools included in this study. The data were treated using descriptive and inferential statistics, frequency counts, percentage, rank, average weighted mean, MANOVA, ANOVA, and independent sample t-test.

Statistical results revealed that the public elementary school heads have highly manifested gender-oriented leadership style as perceived by the heads themselves and the teachers as indicated by the grand mean values of 4.43 and 4.38, respectively. As per the school heads, gender-oriented leadership style manifested the most along performance and recognition, creating a culture of respect and inclusion, as well as inclusive curriculum and teaching practices. Overall average weighted mean values of 4.67, 4.65, and 4.63 were computed and descriptively rated as very highly manifested.

The teachers, however, believed that gender-oriented leadership style was manifested the most by the school heads, along with creating a safe and supportive work environment, followed by creating a culture of respect and inclusion and an inclusive curriculum and teaching practices. Overall average weighted mean values of 4.54, 4.52, and 4.51 were computed, respectively, descriptively rated as very highly implemented.

Given the high manifestation of gender-oriented leadership styles among public elementary school heads be maintained and continuously enhanced, particularly those related to performance and recognition, creating culture of respect and inclusion, and inclusive curriculum and teaching practices, by providing trainings and seminars related to gender-oriented leadership styles to foster a gender-responsive educational environment that promotes inclusivity, diversity, and equity within schools.