School Heads' Job Commitment, Leadership Styles and Skills: Its Influence on School Performance

School leadership is an important factor in quality education. Leaders who positively influence their teachers, students, community, and stakeholders may result in high-level students and school performance. Good leadership in schools helps to foster both a positive and motivating culture for staff and a high-quality experience for learners. Leaders at all levels in schools can contribute to this by developing the top skills, styles, and commitment needed by school leaders (Ahmad & Ghavifekr, 2017).
The worldwide research gap in the job commitment, leadership styles, and skills of school heads and their impact on school performance underscores the need for comprehensive studies that explore how different leadership approaches and competencies influence teacher commitment and overall school outcomes across diverse educational settings globally. Existing research has highlighted the significance of leadership in shaping school success, but there is a lack of detailed analysis on how specific leadership styles affect teacher commitment and subsequent school performance (Jamal, 2014). Additionally, there is a call for research that examines the role of emotional intelligence, cultural sensitivity, and adaptive leadership practices of school heads in multicultural and diverse educational environments worldwide. Understanding how leaders navigate cultural complexities, create inclusive environments, and inspire teacher dedication is crucial for fostering positive school climates and enhancing student learning globally (Polat, Arslan & Dincer, 2017).
Furthermore, as eloquently stated by Khan (2019), there is also a challenge in studying the lasting effects of leadership development programs, mentorship initiatives, and continuous professional learning opportunities for school heads on sustaining teacher commitment, motivation, and performance over time. Exploring the impact of ongoing leadership training on enhancing school leadership practices can help identify effective strategies for promoting long-term teacher commitment and driving continuous improvements in school performance on a global scale. However, in the Department of Education, the role of school leaders has changed radically as countries transform their education systems to prepare young people to function in today's world of rapid technological change, economic globalization, and increased migration and mobility. One of the new roles they are being asked to play is to work beyond their school premises so that they can contribute to the success of their school and the entire system. The role, responsibilities, and expectations of school principals make their job challenging, stressful and frustrating. Addressing these challenges is essential for the success of schools in providing high-quality education (Brooks & Sutherland, 2014).
Thus, the researcher would like to evaluate the job commitment and leadership styles and skills of school heads in relation to school performance in Danao, Dagohoy, San Miguel, and Trinidad (DaDaSanTri) districts for the School Year 2024- 2025, and point out the connections of these variables. The researcher would also like to formulate an action plan that can be beneficial to the research participants.

Education

1. Abdurahman, N. A. (2021). School heads’ educational leadership practice and teachers’ performance: The case of Omar District, Division of Sulu, Philippines. Open Access Indonesia Journal of Social Sciences, 4(4), 432 44. [Google Scholar] [Crossref]

2. Ahmad, R. H., & Ghavifekr, S. (2017). School leadership for the 21st century: A conceptual overview. MOJEM: Malaysian Online Journal of Educational Management, 2(1), 48-61. [Google Scholar] [Crossref]

3. Akpoviroro, K. S., Kadiri, B., & Owotutu, S. O. (2018). Effect of participative leadership style on employee’s productivity. International Journal of Economic Behavior (IJEB), 8(1), 47-60. [Google Scholar] [Crossref]

4. Alampay, L. P., & Garcia, A. S. (2019). Education and parenting in the Philippines. In School systems, parent behavior, and academic achievement (pp. 79 94). Springer, Cham. [Google Scholar] [Crossref]

5. Alansari, A. E. (2012). A survey of leadership standards and skills for professional preparation of public school principals in Kuwait (Doctoral dissertation, Andrews University) Retrieved from September 29, 2022. https://digitalcommons.andrews.edu/cgi/viewcontent.cgi?article=1181&cot ext=dissertations [Google Scholar] [Crossref]

6. Albert, J. R. G. (2016). What do statistics say about basic education in the Philippines?. Retrieved from www.googlescholar.com [Google Scholar] [Crossref]

7. Alegado, P. J. E. (2018). The challenges of teacher leadership in the Philippines as experienced and perceived by teachers. International Journal of Education and Research, 6(6), 291-302. [Google Scholar] [Crossref]

8. Alina, M. D. (2013). Leadership between skill and competency. Manager, (17), 2008. [Google Scholar] [Crossref]

9. Allafchi, N. (2017). Effect of democratic leadership style on management of communication with customers in Melli Banks of Hamedan. Uluslararası Kültürel ve Sosyal Araştırmalar Dergisi (UKSAD), 3(2), 168-179. [Google Scholar] [Crossref]

10. AlMahdawi, M., Senghore, S., Ambrin, H., & Belbase, S. (2021). High School Students’ Performance Indicators in Distance Learning in Chemistry during the COVID-19 Pandemic. Education Sciences, 11(11), 672. [Google Scholar] [Crossref]

11. Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A review of leadership theories, principles and styles and their relevance to educational management. Management, 5(1), 6-14. [Google Scholar] [Crossref]

12. Antonakis, J., & House, R. J. (2014). Instrumental leadership: Measurement and extension of transformational–transactional leadership theory. The Leadership Quarterly, 25(4), 746-771. [Google Scholar] [Crossref]

13. Becker, H. S. (1960). Notes on the concept of commitment. American journal of Sociology, 66(1), 32-40. [Google Scholar] [Crossref]

14. Bellé, N., & Cantarelli, P. (2019). Do ethical leadership, visibility, external regulation, and prosocial impact affect unethical behavior? Evidence from a laboratory and a field experiment. Review of Public Personnel Administration, 39(3), 349-371. [Google Scholar] [Crossref]

15. Berkovich, I. (2016). School leaders and transformational leadership theory: time to part ways? Journal of Educational Administration. [Google Scholar] [Crossref]

16. Berkovich, I. (2016). School leaders and transformational leadership theory: time to part ways?. Journal of Educational Administration. [Google Scholar] [Crossref]

17. Brooks, B., & Chapman, N. H. (2018). Leadership is learned. Journal of Leadership Studies. [Google Scholar] [Crossref]

18. Brooks, J. S., & Brooks, M. C. (2022). School leadership between the cross and the crescent: spiritual capital and religious capital in the southern Philippines. International Journal of Qualitative Studies in Education, 35(3), 281-300. [Google Scholar] [Crossref]

19. Brooks, J. S., & Sutherland, I. E. (2014). Educational leadership in the Philippines: Principals’ perspectives on problems and possibilities for change. Planning and Changing, 45(3/4), 339-355. [Google Scholar] [Crossref]

20. Burns, J. M. (1977). Wellsprings of political leadership. American Political Science Review, 71(1), 266-275. [Google Scholar] [Crossref]

21. Bush, T. (2020). Theories of educational leadership and management. Theories of Educational Leadership and Management, 1-208. [Google Scholar] [Crossref]

22. Carrascal Jr, F. S., & Episcope, E. F. (2020). Campus Integrity Crusaders (CIC) Status among the Public Secondary Schools: A Case Study. Asian Journal of Multidisciplinary Studies, 3(2). [Google Scholar] [Crossref]

23. Caslib, B. N. (2014). On the nature of ethics for teachers. Philippine Social Sciences Review, 66(1). [Google Scholar] [Crossref]

24. Chemers, M. (2014). An integrative theory of leadership. Psychology Press. [Google Scholar] [Crossref]

25. Chua Reyes, V., Hamid, O., & Hardy, I. (2022). When reforms make things worse: school leadership responses to poverty, disasters, and cultures of crises in the Philippine education system. International Journal of Leadership in Education, 25(2), 331-344. [Google Scholar] [Crossref]

26. Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational administration quarterly, 52(2), 221-258. [Google Scholar] [Crossref]

27. Den Hartog, D. N. (2015). Ethical leadership. Annu. Rev. Organ. Psychol. Organ. Behav., 2(1), 409-434. [Google Scholar] [Crossref]

28. Devi, A. D., & Subiyantoro, S. (2021). Implementation of Democratic Leadership Style and Transformational Head of Madrasah in Improving The Quality. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 6(1), 14-26. [Google Scholar] [Crossref]

29. Du, J., Li, N. N., & Luo, Y. J. (2020). Authoritarian leadership in organizational change and employees’ active reactions: Have-to and willing-to perspectives. Frontiers in psychology, 10, 3076. [Google Scholar] [Crossref]

30. Duan, J., Bao, C., Huang, C., & Brinsfield, C. T. (2018). Authoritarian leadership and employee silence in China. Journal of Management & Organization, 24(1), 62-80. [Google Scholar] [Crossref]

31. Duma, M. G. (2022). Gender mainstreaming plan for gender-responsive public schools. Retrieved from: www.googlescholar.com [Google Scholar] [Crossref]

32. Fiedler, F. E. (1987). Fred Fiedler. The Great writings in management and organizational behavior, 301. [Google Scholar] [Crossref]

33. Gabay-Mariani, L. (2020). Why are they Committed? Examining the Entrepreneurial Process with Side-Bet Theory. In Academy of Management Proceedings (Vol. 2020, No. 1, p. 16635). Briarcliff Manor, NY 10510: Academy of Management. [Google Scholar] [Crossref]

34. Gade, P. A. (2017). Organizational commitment in the military: An overview. Organizational Commitment in the Military, 163-166. [Google Scholar] [Crossref]

35. Garland, V. E., & Tadeja, C. (2013). Educational leadership and technology: Preparing school administrators for a digital age. Routledge. [Google Scholar] [Crossref]

36. Gates, B. (2003). A Literature Review of Empowerment With A Suggested Model for Bahrain Defense Force. Retrieved from: www.googlescholar.com [Google Scholar] [Crossref]

37. Georges, F. T. (2020). Organisational Commitment: A Review of the Evolution from Side-Bets to the Three-Component Conceptualisation Model. Global Journal of Management And Business Research. [Google Scholar] [Crossref]

38. Gibson, E. W. (2018). Leadership in statistics: increasing our value and visibility. The American Statistician. [Google Scholar] [Crossref]

39. Gomes, A. R. (2014). Transformational leadership: Theory, research and application to sports. Retrieved from: www.googlescholar.com [Google Scholar] [Crossref]

40. Gurr, D. (2015). A model of successful school leadership from the international successful school principalship project. Societies, 5(1), 136-150. [Google Scholar] [Crossref]

41. Haris, I., & Ancho, I. V. (2020). School Supervision Practice in Asean Countries: A Comparison Indonesia and the Philippines. STRUCTURE, 7(08), 2020. [Google Scholar] [Crossref]

42. Harris, A. (2013). Distributed school leadership: Developing tomorrow's leaders. Routledge. [Google Scholar] [Crossref]

43. Heck, R. H., & Hallinger, P. (2014). Modeling the longitudinal effects of school leadership on teaching and learning. Journal of educational administration. [Google Scholar] [Crossref]

44. Hendriks, F., & Karsten, N. (2014). Theory of democratic leadership. P.'t Hart & R. Rhodes (Eds.), Oxford handbook of political leadership, 41-56. [Google Scholar] [Crossref]

45. Hogg, M. A., & Adelman, J. (2013). Uncertainty–identity theory: Extreme groups, radical behavior, and authoritarian leadership. Journal of Social Issues, 69(3), 436-454. [Google Scholar] [Crossref]

46. Hulpia, H., Devos, G., & Rosseel, Y. (2009). The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment. School Effectiveness and School Improvement, 20(3), 291-317. [Google Scholar] [Crossref]

47. Jamal, A. H. (2014). Leadership styles and value systems of school principals. American Journal of Educational Research, 2(12), 1267-1276. [Google Scholar] [Crossref]

48. Joarder, M. H. R., Ashraf, M. A., & Ratan, S. R. A. (2020). Quality Education from Faculty Management Perspectives in Private Higher Education: Does Faculty Commitment Behaviour Mediate?. International Journal of Education and Practice, 8(1), 190-206. [Google Scholar] [Crossref]

49. Johnstal, S. P. (2013). Successful strategies for transfer of learned leadership. Performance Improvement, 52(7), 5-12. [Google Scholar] [Crossref]

50. Kairys, M. R. (2018). The influence of gender on leadership in education management. International Journal of Educational Management. [Google Scholar] [Crossref]

51. Karrasch, A. I. (2017). Antecedents and consequences of organizational commitment. In Organizational Commitment in the Military (pp. 225-236). Psychology Press. [Google Scholar] [Crossref]

52. Khan, N. (2017). Adaptive or transactional leadership in current higher education: A brief comparison. International Review of Research in Open and Distributed Learning, 18(3), 178-183. [Google Scholar] [Crossref]

53. Khan, N. (2019). The impact of organizational climate on teachers commitment. Journal of Education and Educational Development, 6(2), 327-342. [Google Scholar] [Crossref]

54. Kiesewetter, J., Schmidt-Huber, M., Netzel, J., Krohn, A. C., Angstwurm, M., & Fischer, M. R. (2013). Training of leadership skills in medical education. GMS Zeitschrift für medizinische Ausbildung, 30(4). [Google Scholar] [Crossref]

55. Koopmans, L., Bernaards, C. M., Hildebrandt, V. H., van Buuren, S., van der Beek, A. J., & de Vet, H. C. (2015). Individual work commitment questionnaire. Journal of Applied Measurement. [Google Scholar] [Crossref]

56. Korejan, M. M., & Shahbazi, H. (2016). An analysis of the transformational leadership theory. Journal of Fundamental and Applied Sciences, 8(3), 452-461. [Google Scholar] [Crossref]

57. Kwan, P. (2020). Is transformational leadership theory passé? Revisiting the integrative effect of instructional leadership and transformational leadership on student outcomes. Educational Administration Quarterly, 56(2), 321 349. [Google Scholar] [Crossref]

58. Lam, C. K., Huang, X., & Chan, S. C. (2015). The threshold effect of participative leadership and the role of leader information sharing. Academy of Management Journal, 58(3), 836-855. [Google Scholar] [Crossref]

59. Leadership Skills Questionnaire Visit www.sagepub.com/northouseintro2e for downloadable versions of these questionnaireshttps://www.iths.org/wp content/uploads/01a_leadership-questionnaire AMGeneral. pdf Leadership_styles questionnaire. pdfhttps://edge.sagepub.com/sites default/file33 bleadership_styles_questionnaire.pdf [Google Scholar] [Crossref]

60. Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School leadership & management, 40(1), 5-22. [Google Scholar] [Crossref]

61. Likert, R. (1958). Effective supervision: An adaptive and relative process 1. Personnel Psychology, 11(3), 317-332. [Google Scholar] [Crossref]

62. Lord, G., & Lomicka, L. (2014). Twitter as a tool to promote community among language teachers. Journal of Technology and Teacher Education, 22(2), 187-212. [Google Scholar] [Crossref]

63. Lumbasi, G. W., K’Aol, G. O., & Ouma, C. A. (2016). The effect of participative leadership style on the performance of coya senior managers in Kenya. [Google Scholar] [Crossref]

64. Mamola, J. J. (2020). Lived experiences of Filipino American women in higher education leadership: toward the development of Filipino Critical Race Theory (Doctoral dissertation). [Google Scholar] [Crossref]

65. Mason, C., Griffin, M., & Parker, S. (2014). Transformational leadership development: Connecting psychological and behavioral change. Leadership & Organization Development Journal. [Google Scholar] [Crossref]

66. McCaleb, S. P. (2013). Building communities of learners: A collaboration among teachers, students, families, and community. Routledge. [Google Scholar] [Crossref]

67. McCleskey, J. A. (2014). Situational, transformational, and transactional leadership and leadership development. Journal of business studies quarterly, 5(4), 117. [Google Scholar] [Crossref]

68. Meng, X., & Chan, A. H. (2020). Demographic influences on safety consciousness and safety citizenship behavior of construction workers. Safety science, 129, 104835. [Google Scholar] [Crossref]

69. Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human resource management review, 1(1), 61-89. [Google Scholar] [Crossref]

70. Mintrop, R. (2020). Design-based school improvement: A practical guide for education leaders. Harvard Education Press. [Google Scholar] [Crossref]

71. Molo, A., & Molo, R. (2022). Organizational Culture and Leadership Praxis: Basis for a Proposed Leadership Framework. Romblon State University Research Journal, 4(1), 16-27. [Google Scholar] [Crossref]

72. Molomolo, Z. M. P. (2018). A critical review of Republic Act 10533 otherwise known as Enhanced Basic Education Act of 2013: Implications to labor laws and legislations. [Google Scholar] [Crossref]

73. Mouton, N. (2019). A literary perspective on the limits of leadership: Tolstoy’s critique of the great man theory. Leadership, 15(1), 81-102. [Google Scholar] [Crossref]

74. Mulholland, B. (2019). Behavioral theory of leadership: How to be a better leader. Retrieved: www.googlescholar.com [Google Scholar] [Crossref]

75. Okeke, P. A., Nwele, J. O., & Achilike, N. I. (2017). Impact of effective wages and salary administration on civil service productivity in Nigeria: A study of Anambra State. Asian Journal of Applied Science and Technology, 1(9), 421-438. [Google Scholar] [Crossref]

76. Onukwu, J. N. (2021). Understanding job commitment in schools in M. Nwadiani, JK Adeyemi, BO Ogonor, VO Igbineweka & HO Alonge. Educational Management Digest. [Google Scholar] [Crossref]

77. Orozco, R., Benjet, C., Borges, G., Moneta Arce, M. F., Fregoso Ito, D., Fleiz, C., & Villatoro, J. A. (2018). Association between attempted suicide and academic performance indicators among middle and high school students in Mexico: results from a national survey. Child and adolescent psychiatry and mental health, 12(1), 1-10. [Google Scholar] [Crossref]

78. Orphanos, S., & Orr, M. T. (2014). Learning leadership matters: The influence of innovative school leadership preparation on teachers’ experiences and outcomes. Educational Management Administration & Leadership, 42(5), 680-700. [Google Scholar] [Crossref]

79. Ozdem, G., & Sezer, S. (2019). The relationship between solution-focused school leadership and organizational cynicism, organizational commitment and teachers' job satisfaction. International Journal of Progressive Education, 15(1), 167-183. [Google Scholar] [Crossref]

80. Parreño, S. J. (2019). Reasons for School Dropout in the Philippines. Available at SSRN 4148093. [Google Scholar] [Crossref]

81. Parry, K., & Kempster, S. (2014). Love and leadership: Constructing follower narrative identities of charismatic leadership. Management Learning, 45(1), 21-38. [Google Scholar] [Crossref]

82. Phillips, A. S., & Phillips, C. R. (2016). Behavioral styles of path-goal theory: An exercise for developing leadership skills. Management Teaching Review, 1(3), 148-154. [Google Scholar] [Crossref]

83. Polat, S., Arslan, Y., & Dincer, O. (2017). Diversity leadership skills of school administrators: A scale development study. Issues in Educational Research, 27(3), 512-526. [Google Scholar] [Crossref]

84. Price, M. S., & Weiss, M. R. (2013). Relationships among coach leadership, peer leadership, and adolescent athletes’ psychosocial and team outcomes: A test of transformational leadership theory. Journal of applied sport psychology, 25(2), 265-279. [Google Scholar] [Crossref]

85. Pricellas, V. S., Niez, R. A., Nierra, R. N., & Tubis, A. P. U. (2016). Effectiveness of school administrators’ leadership skills and behaviors and their school performance in area iii Leyte division, Philippines. Journal of Business and Management, 18(8), 106-126. Academia.edu. https://d1wqtxts1xzle7.cloudfront.net/ [Google Scholar] [Crossref]

86. Purwanto, A., Wijayanti, L. M., Hyun, C. C., & Asbari, M. (2019). the Effect of Tansformational, Transactional, Authentic and Authoritarian Leadership Style Toward Lecture Performance of Private University in Tangerang. Dinasti International Journal of Digital Business Management, 1(1), 29-42. [Google Scholar] [Crossref]

87. Rosenhead, J., Franco, L. A., Grint, K., & Friedland, B. (2019). Complexity theory and leadership practice: A review, a critique, and some recommendations. The Leadership Quarterly, 30(5), 101304. [Google Scholar] [Crossref]

88. Sampayo, J., & Maranga, K. (2015). The Beatles' Personalities--Leadership Style as it Relates to the 21st Century. Journal of Leadership, Accountability & Ethics, 12(1). [Google Scholar] [Crossref]

89. San Miguel, N. V. (2022). School Leaders’ Resilience amidst Pandemic in the District of Victoria. School Leaders’ Resilience amidst Pandemic in the District of Victoria, 92(1), 16-16. [Google Scholar] [Crossref]

90. San Miguel, N. V., & Pascual, E. A. (2021). School Leaders’ Resilience amidst Pandemic in the Division of Laguna, Philippines. School Leaders’ Resilience amidst Pandemic in the Division of Laguna, Philippines, 88(1), 22-22. [Google Scholar] [Crossref]

91. Sharma, L., & Singh, S. K. (2013). Characteristics of laissez-faire leadership style: a case study. CLEAR International Journal of Research in Commerce & Management, 4(3). [Google Scholar] [Crossref]

92. Sharma, M. K., & Jain, S. (2013). Leadership management: Principles, models and theories. Global journal of management and business studies, 3(3), 309 318. [Google Scholar] [Crossref]

93. Sharma, P., & Sinha, V. (2015). The influence of occupational rank on organizational commitment of faculty members. Management: Journal of Contemporary Management Issues, 20(2), 71-91. [Google Scholar] [Crossref]

94. Shava, G. N., & Tlou, F. N. (2018). Distributed Leadership in Education, Contemporary Issues in Educational Leadership. African EducationalResearch Journal, 6(4), 279-287. [Google Scholar] [Crossref]

95. Siangchokyoo, N., Klinger, R. L., & Campion, E. D. (2020). Follower transformation as the linchpin of transformational leadership theory: A systematic review and future research agenda. The Leadership Quarterly, 31(1), 101341. [Google Scholar] [Crossref]

96. Simha, A. (2022). Contingency and Situational Leadership. In Leadership Insights for Wizards and Witches (pp. 33-39). Emerald Publishing Limited. [Google Scholar] [Crossref]

97. Songcayawon, L. S., Prieto, N. S., Ucag, D. T., Tunguia, J. S., Hechanova, K. A., Candelario, E. V., ... & Malabarbas, G. (2022). Managerial skills of schools heads and the performance of teachers: The case of public schools in Antique, Philippines. Journal of Social Sciences and Management Studies, 1(2), 77-85. [Google Scholar] [Crossref]

98. Spector, B. A. (2016). Carlyle, Freud, and the great man theory more fully considered. Leadership, 12(2), 250-260. [Google Scholar] [Crossref]

99. Storey, J. (2016). Changing theories of leadership and leadership development. In Leadership in Organizations (pp. 17-41). Routledge. [Google Scholar] [Crossref]

100. Stump, J. D. (2019). Community Builders and Campus Bureaucrats: Student Leadership on College Campuses. Journal of Research on the College President, 3(1), 6. [Google Scholar] [Crossref]

101. Sutherland, I. E., & Brooks, J. S. (2013). School leadership in the Philippines: Historical, cultural, and policy dynamics. In Collective Efficacy: Interdisciplinary Perspectives on International Leadership (Vol. 20, pp. 199 213). Emerald Group Publishing Limited. [Google Scholar] [Crossref]

102. Taylor, C. M., Cornelius, C. J., & Colvin, K. (2014). Visionary leadership and its relationship to organizational effectiveness. Leadership & Organization Development Journal. [Google Scholar] [Crossref]

103. Taylor, F. W. (2004). Scientific management. Routledge. [Google Scholar] [Crossref]

104. Terzi, A. R., & Derin, R. (2016). Relation between Democratic Leadership and Organizational Cynicism. Journal of Education and Learning, 5(3), 193- 204. [Google Scholar] [Crossref]

105. Thomas, C. (1888). the Great Man Theory, On Heroes, Hero-Worship and the Heroic in History. www.googlescholar.com [Google Scholar] [Crossref]

106. Thompson, S. A., & Miller, K. L. (2018). Disruptive trends in higher education: Leadership skills for successful leaders. Journal of Professional Nursing. [Google Scholar] [Crossref]

107. Tymms, P., Merrell, C., Hawker, D., & Nicholson, F. (2014). Performance indicators in primary schools: A comparison of performance on entry to school and the progress made in the first year in England and four other jurisdictions (pp. 1-71). Department for Education. www.googlescholar.com [Google Scholar] [Crossref]

108. Van Knippenberg, D., & Stam, D. (2014). Visionary Leadership 12. The Oxford handbook of leadership and organizations, 241. www.googlescholar.com [Google Scholar] [Crossref]

109. Villanueva, A. A., Disu, S. S., & Villanueva, K. F. P. A. (2021). Assessing the School Heads Leadership in the Towns of Nueva Ecija, Philippines: Inter Relationship of Supervisory Skills, Interpersonal Skills and Leadership Skills. Open Access Library Journal, 8(11), 1-15. [Google Scholar] [Crossref]

110. Wong, S. I., & Giessner, S. R. (2018). The thin line between empowering and laissez-faire leadership: An expectancy-match perspective. Journal of Management, 44(2), 757-783. [Google Scholar] [Crossref]

111. Yang, I. (2015). Positive effects of laissez-faire leadership: Conceptual exploration. Journal of Management Development. [Google Scholar] [Crossref]

112. Young, C., McNamara, G., Brown, M., & O’Hara, J. (2018). Adopting and adapting: School leaders in the age of data-informed decision making. Educational Assessment, Evaluation and Accountability, 30(2), 133-158. [Google Scholar] [Crossref]

113. Zaman, U., Nawaz, S., Tariq, S., & Humayoun, A. A. (2019). Linking transformational leadership and “multi-dimensions” of project success: Moderating effects of project flexibility and project visibility using PLS SEM. International Journal of Managing Projects in Business. [Google Scholar] [Crossref]

114. Zepeda, S. J., Parylo, O., & Klar, H. W. (2017). Educational leadership for teaching and learning. The Wiley international handbook of educational leadership, 227-252. [Google Scholar] [Crossref]

115. Zhang, Y., & Xie, Y. H. (2017). Authoritarian leadership and extra-role behaviors: a role-perception perspective. Management and Organization Review, 13(1), 147-166. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study