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VOL. 8, ISSUE 1 (2026)
Educational leadership philosophies of public elementary administrators in educational administration and supervision
Authors
Crisel A Cabungtan
Abstract
This study investigates the educational
leadership philosophies of public elementary school administrators in Baguio
City, focusing on their perceived impact on school governance, professional
development, and ethical decision-making. Employing a mixed-method explanatory
sequential design, the research utilized surveys and interviews to gather
insights from 45 school administrators and 45 teachers. Results indicate a
strong alignment between administrators and teachers regarding leadership
philosophies, with both groups recognizing the significant role of school leaders
in fostering collaboration, professional growth, and ethical governance. The
highest-rated indicator was administrators’ support for teacher professional
development, highlighting its critical role in improving instructional quality.
While differences were statistically insignificant, minor gaps were observed in
areas related to innovation and challenging traditional practices. Based on
these findings, it is recommended that administrators strengthen initiatives
promoting adaptive leadership, structured collaboration, and continuous
professional development. Enhancing transparency in decision-making and
fostering an innovation-driven culture may further improve leadership
effectiveness, ensuring a dynamic and responsive educational environment.
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Pages:21-28
How to cite this article:
Crisel A Cabungtan "Educational leadership philosophies of public elementary administrators in educational administration and supervision". International Journal of Educational Research and Development, Vol 8, Issue 1, 2026, Pages 21-28
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