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.
Bernales et al. (Thu,) studied this question.