Quality Learning Through Modern Leadership: An Assessment of 21st Century Styles in Public Schools in Sulu

Abstract

In the fast-evolving landscape of education in the 21st century, leadership has become a pivotal force in shaping the quality of learning outcomes in schools. This descriptive-correlational study assessed the extent of 21st Century Leadership Styles of school heads towards ensuring quality learning of public schools in Sulu. While t-test for independent samples determined the significant differences as to the Gender, One-way Analysis of Variance (ANOVA) determined the significant differences when data were grouped according to age, civil status, length of service and educational attainment. Frequency counts and percentages determined the respondent’s profile; mean and standard deviation determined the extent of subsumed categories, such as Recognition, Participation, Diversity and Openness. A high significant correlation was found between the relationship of modern leadership styles and quality learning of public schools in Sulu in the Pearson Product Moment Correlation Coefficient (Pearson r). Teacher-respondents showed strong agreement that their school principals adopting and implementing satisfactorily the 21st Century Leadership Styles towards ensuring quality learning in the context of Recognition, Participation, Diversity and Openness. As a result, the role of the school heads to continue recognizing teachers’ commitment to work, create conditions to participate in decision-making, affirm to their diverse gifts and talents and respond positively to criticisms became crucial in fostering a learning environment that promotes excellence, equity, and lifelong learning. This study supports Thompson, C. S. (2017) Model of Educational Leadership Behaviors (Recognition, Participation, Diversity and Openness).