SCHOOL HEADS’ LEADERSHIP PRACTICES AND TEACHERS’ PERCEPTION ON SCHOOLS READINESS TO DISTANCE EDUCATION

Abstract

Amidst the threat of COVID-19, schools are shifting from face-to-face classroom instruction to the distance learning education. This recent challenges heavily relies on the shoulders of school heads who are expected to lead. Though a lot of articles credited the school heads for their preparation to the distance education, very few supported this with research results. Will the data coincides with this notion? Thus, this study investigates the relationship between the school heads’ leadership practices and schools’ readiness to distance education. The study was conducted using descriptive - correlational method. A total of 14 school heads and 110 teachers were subjected to the study. Descriptive statistics was used to determine the respondents’ leadership practices and schools’ readiness to distance education. Correlation analysis was employed to test the degree of relationship between the variables. Results show that school heads have excellent leadership practices and the schools are remarkably ready for the distance education. The correlation analysis shows Modelling the Way significantly correlated to the dependent variable. Generally, low correlation among the variables is obtained. Multiple regression analysis reveals that - Modelling the Way, Enabling Others to Act, and Encouraging the Heart significantly influence schools’ readiness to distance education. KEYWORDS: School Heads’ Leadership Practices, Teachers’ Perception, Schools Readiness, Distance Education