Legacy Leadership Competency among Public Elementary School Heads at Bago City Philippines: Practices and Organizational Thrust

Abstract

This descriptive research determined the level of competency of school heads in terms of the five best practices of legacy leadership as assessed by the school heads, teachers, non-teaching personnel, and PTA members. Conducted during school year 2020-2021, the study also focused on the organizational thrusts and legacies that the school heads wanted to leave in their organization in terms of administration, curriculum and instruction, research and community and extension. Weighted mean and frequency count were used for descriptive analyses, and Kruskal Wallis was used for inferential analyses. The level of legacy leadership competency as self-assessed by the school heads was very high whether they were taken as a group or were categorized according to age, sex, length of service, and educational qualifications. The teachers, non-teaching personnel, and PTA members rated the legacy leadership competency in all practices to a very high level. The teachers and the school heads, and the PTA members and the school heads differed significantly in their assessments of competency particularly in the role of school heads as Advocator of Differences and the Community, and as Calibrator of Responsibility and Accountability. In aadministration, the school heads prioritize the development of an organizational culture of transparency, productivity, punctuality, and optimism which is the legacy that they want to leave in their schools. In curriculum and instruction, the school heads underscore the importance of the delivery of instruction based on curriculum that is “Maka-diyos, Makatao, Makabansa, and Makakalikasan”, the quality of curriculum and instruction as legacy that they want to leave in their organizations. In research, the administrative thrust of the school heads hinges upon the generation of relevant, useful, profound, collaborative, and published researches which are the legacy that they want to offer to their organizations. In Community Involvement, the school heads put their administrative thrust on the establishment of community involvement programs that are based on committedness, kindness, and cooperativeness, a robust community engagement that they want to leave as legacy to their schools.