Path-goal Leadership Styles and Performance of School Heads in the Implementation of Basic Education Learning Continuity Plan (BE-LCP)

Abstract

This study assessed Path-goal leadership styles and School Head’s performance in BE-LCP implementation as perceived by Elementary school heads and teachers of Candelaria School Districts, Division of Quezon. It aimed to answer: (1) School Head’s preferred leadership style; (2) School Head’s performance in implementing BE-LCP; (3) significant difference between perception of respondents in extent of performance in BE-LCP implementation;(4) significant relationship between the leadership styles and extent of performance, and (5) leadership styles influencing extent of performance in BE-LCP implementation. Descriptive correlation design of research was employed to 26 public Elementary School Heads and 373 teachers, using total enumeration. School Heads very highly preferred Participative leadership style in implementing BE_LCP while directive leadership is least preferred. Respondents viewed the school heads to perform to the high extent implementation of BE-LCP in terms of focus on learning, ensuring quality teaching -learning process, safe operations and well-being and protection. There is no significant difference between the perception of the respondents in school head’s performance in BE-LCP implementation, as well as in leadership styles they used. There is significant relationship between the leadership style and the extent of performance in BE-LCP implementation. And, leadership styles affect extent of performance in BE-LCP implementation. It was recommended that school heads continue to evaluate their performance through a feedback mechanism, keep upgrading themselves in terms of leadership, and work hand in hand with the teachers, and have follow up/ parallel study using other variables.