An Examination on Leadership Effectiveness of Implementation of Revised K to 10 Curriculum

Abstract

The study examined the leadership effectiveness of school heads in implementing the Revised K to 10 Curriculum in selected public elementary schools in the Schools Division of Quezon. Using a quantitative descriptive–comparative research design, the study involved 100 public elementary school teachers as respondents. Data were gathered through a validated researcher-developed survey questionnaire that measured leadership effectiveness across five domains: leading strategically, managing school operations, focusing on teaching and learning, developing self and others, and building connections, along with a profile of age, sex, and length of service. Statistical treatments included mean and analysis of variance.

Findings revealed that most respondents were young- to mid-career teachers aged 20–35, with the largest proportion the 20–25 age group. Female teachers slightly outnumbered males, and most respondents had 11–15 years of teaching experience. School heads were rated as Much Effective across all leadership domains during the implementation of the Revised K to 10 Curriculum. Strong leadership practices were observed in research-based leadership, instructional supervision, staff mentoring on governance, use of data and feedback, and parent–community partnerships. Lower ratings were noted in collaboration with higher-level education leaders, financial and operational sustainability, data-driven decision-making, the promotion of lifelong learning, and the use of digital platforms. No significant differences in leadership effectiveness were found when grouped by age, sex, and length of service across most domains, except in Developing Self and Others, where age showed a significant difference. Overall, the results indicate consistent leadership effectiveness among school heads, as perceived by teachers, during the early phase of the implementation of the Revised K to 10 Curriculum.