Innovative Leadership Strategies and Teachers’ Work Engagement in Public Elementary Schools, Cluster 9, City Schools Division of Dasmariñas, Cavite: Basis For Enhancement Program

Abstract

This study examined the innovative leadership strategies and teachers’ work engagement in public elementary schools in Cluster 9, City Schools Division of Dasmariñas, Cavite, as basis for the development of an enhancement program. It utilized a quantitative descriptive-correlational research design involving 107 respondents composed of one Public Schools District Supervisor, three School Heads, 86 Teachers, and 17 School Governance Council members, with data gathered through a validated structured survey questionnaire and analyzed using frequency, percentage, weighted mean, One-Way ANOVA, and Pearson Product-Moment Correlation. The findings revealed that innovative leadership strategies were generally evident, with a grand composite mean of 4.04, while adaptability and agility and creative problem-solving emerged as the strongest dimensions. Teachers’ work engagement was rated highly engaged, with a grand composite mean of 4.24, particularly in vigor and collaboration. Significant differences were found among the assessments of the respondent groups, and a very strong positive and statistically significant relationship was established between innovative leadership strategies and teachers’ work engagement. Challenges identified included unclear communication of the school vision, limited resources, fear of failure, low teacher involvement, fatigue, stress, and low morale. Based on these findings, an enhancement program focusing on visionary thinking, risk-taking, empowerment, adaptability, collaboration, technology utilization, creative thinking, and continuous professional growth was developed and found generally acceptable, relevant, and feasible by the respondents. The study concludes that strengthening innovative leadership practices can help sustain teachers’ motivation, participation, dedication, and professional performance.