Inspirational Leadership, Shared Vision and Performance of School Heads: A Convergent Parallel Mixed Method Study

Poor performance of school heads has been noted as a continuing concern in achieving educational goals. This study examined the independent variables of inspirational leadership and shared vision in relation to the dependent variable, school heads’ performance, in selected public secondary schools in the Davao Region. A convergent parallel mixed-method design was employed, involving 400 teacher-respondents for the quantitative phase and 15 participants for the qualitative phase through Focus Group Discussions (FGDs). Survey results showed very high ratings for inspirational leadership and shared vision, with significant correlations to school heads’ performance. Regression analysis identified motivational encouragement and vision collaboration as strong predictors, while qualitative themes emphasized supportive leadership, collaboration, recognition, and professional growth. The findings were anchored on Bandura’s Social Cognitive Theory, highlighting how observational learning, self-efficacy, and reciprocal determinism shape teachers’ perceptions of leadership practices and performance outcomes. Recommendations included strengthening transformational leadership practices, fostering collaborative school culture, and expanding future research to additional leadership variables and broader educational contexts.

Inspirational Leadership, Shared Vision, School Heads’ Performance, Social Cognitive Theory

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