LEADERSHIP PRACTICES OF SUBJECT GROUP HEADS (SGH) AS PERCEIVED BY SENIOR HIGH SCHOOL (SHS) TEACHERS: A QUANTITATIVE ACTION RESEARCH APPROACH

Abstract

Enhancing the leadership of subject group heads lies in the recognition of the crucial role that effective leadership helps improve and promote positive outcomes for both teachers and students. This research was conducted to identify leadership practices of Subject Group Heads (SGH) along communication skills, decision-making abilities, support for professional development, and their overall effectiveness in managing the subject groups and evaluate how these insights can be used to provide recommendations for enhancing their leadership effectiveness towards the improvement of the Senior High School Programs in Gallanosa National High School (GNHS). This study used a quantitative action research approach, to promote collaboration between researchers and practitioners and ensure informative and actionable findings. A survey with a 5-point Likert scale questionnaire was done. Its reliability was confirmed with an excellent internal consistency of 0.90 using Cronbachs Alpha. The results demonstrated that the effectiveness of communication in schools facilitates effective leadership and promotes a positive learning environment.Also, decision-making skills are crucial in enhancing student achievement and addressing challenges. Supporting the professional development of Teachers fosters a culture of continuous learning and collaboration. However, it is notable that some areas of concern focus on conflict and challenge management, giving timely and constructive feedback, and fostering unity and collaboration. As a result, it is recommended to improve leadership practices by fostering effective communication, decision-making skills, supporting teacher professional growth, and managing subject groups effectively with unity and collaboration provide quality educational experience for students, teachers, and the community.