Contextual Leadership Skills to School Head and Teachers’ Performance

The Role of Professional Development

Abstract

This study investigated the contextual leadership skills of school head and teachers’ performance: the role of professional development. Specifically, it sought to determine the relationship of contextual leadership skills to school heads and teachers’ performance as moderated by professional development. A descriptive correlational research design was employed, gathering data from fifteen (15) school heads and three hundred forty-eight (348) teachers through a structured survey questionnaire. Weighted mean, standard deviation, Kruskal-Wallis H test, Pearson r moment of correlation, and multiple linear regression were used as statistical treatments. The result showed that some contextual leadership skills showed a significant relationship with school heads' performance.  All of the contextual leadership skills showed a significant relationship to teachers’ performance. Contextual leadership as to flexibility showed significant differences. Nevertheless, it was revealed that the respondents showed no significant differences in teachers’ performance. In contrast, the school heads’ performance differs greatly in some variables. In terms of professional development, it also revealed significant differences in a number of variables.  Furthermore, contextual leadership skills were revealed as the most likely predictor of teachers’ performance. However, the findings showed no significant moderating effect of contextual leadership skills on professional development.  It is suggested to provide quality training and assistance to school heads in the promotion of school and teachers’ performance; plan appropriate interventions to improve their leadership by adopting contextual leadership skills and increasing school and teacher performance; develop and enhance their instructional strategies to further improve their performance aligned to the standards set by the department.