Teacher Education Institutions (TEIs) in the Philippines play a strategic role in producing future educators but face persistent disparities in performance outcomes and increasing demands for quality assurance, digital transformation, and global benchmarking. This study explores the application of academic leadership competencies—specifically technical, human, and conceptual skills—among academic leaders in TEIs to determine their impact on enhancing institutional sustainability and innovation. The study employed a descriptive research design to assess leadership practices across public and private TEIs in Batangas Province, Philippines. A total of 31 academic leaders and 130 faculty members were surveyed using a validated questionnaire. Data were analyzed using weighted mean scores to quantify the extent of leadership skill application. Findings reveal that academic leaders apply technical and human skills to a “very great extent,” particularly in areas such as contingency decision-making, participatory planning, and promoting institutional trust. Conceptual skills, while present, are comparatively less emphasized, indicating a calculated gap in strategic visioning and change management. The study underscores the necessity for competency-based leadership development programs and institutional mechanisms that foster adaptive, inclusive, and progressive governance. By mapping leadership practices to sustainability outcomes, the research provides a basis for strengthening TEIs’ capacity to navigate educational reforms and uphold excellence in teacher preparation.
Celso G. Zara (Fri,) studied this question.
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