School Heads Collaborative Leadership Styles in Relation to School Culture And Teaching Effectiveness

The primary objective of the study was to determine the school heads’ collaborative leadership styles in relation to school culture and teaching effectiveness of Ubay, Bohol, Philippines. It employed descriptive-survey methods with aid of modified structured survey questionnaires. There were composed of twelve (12) elementary school heads, one hundred fifty (150) teachers, and one hundred sixty-three (163) PTA members, using random sampling technique. The findings revealed that school heads demonstrated a very high level of collaborative leadership practices, and the level of school culture was found to be very high across all dimensions. Moreover, teachers exhibited a consistently high level of teaching effectiveness in terms of student learning outcomes, teaching performance, school performance, and learning environment. Further analysis indicated a significant relationship between school heads’ collaborative leadership practices and school culture, particularly in shared governance and collaborative decision-making, while stakeholders’ participation showed no significant relationship. Additionally, all dimensions of school culture were found to have a significant relationship with teaching effectiveness, highlighting the critical role of a positive and collaborative school environment in enhancing instructional performance. The study concluded that the strong collaborative leadership among school heads fosters a supportive and cohesive school culture, which in turn significantly improves teachers’ effectiveness and overall educational outcomes. It underscores the importance of shared leadership, professional collaboration, and a unified vision in achieving school success.