1. Master Teacher I, Dujali National High School, Braulio E. Dujali, Davao del Norte, Philippines.
2. Faculty, Central Mindanao Colleges, Kidapawan City, North Cotabato, Philippines.
3. Secondary School Principal I, Licop Integrated School, Mati City, Davao Oriental, Philippines.

*             Correspondence: mafaith.gallardo@deped.gov.ph

Keywords: leadership styles, qualitative phenomenology, district of Braulio

1. INTRODUCTION

The school conditions and role of leadership are widely listed as essential mediations to foster advancement, modernization, changes and innovations in capacity building and teaching and learning practices [1]. Recently, many studies have examined leadership styles in the school context, such as paternalistic leadership, servant leadership, transformational leadership, autocratic leadership, and charismatic leadership Effective principals can establish a positive school environment that facilitates quality teaching by balancing leadership and management skills. The principal’s influence on school variables such as safe and orderly climate, staff participation in decision making, school culture and teacher commitment can create a positive instructional climate. Also, principals who ensure that their staff members have the necessary classroom resources create a strong level of trust in the leadership of the school. Effective leadership style such as transformational and transactional leadership can strengthen the professional dispositions of faculty and staff, build commitment, and enhance the willingness to work together for the success of the organization. Meanwhile, an author [2] found that instructional leadership provided a more significant explanation for variance in student achievement than transformational leadership.  The importance of distributed leadership, which is developed and maintained through collective processes such as collaboration, teamwork and participation. Furthermore, 45% of teachers reported feeling undervalued due to authoritarian leadership styles, leading to high turnover rates [3]. Also, 55% of teachers felt demotivated due to the autocratic leadership style prevalent among their principals, resulting in decreased job satisfaction and effectiveness [4]. Most studies focus on immediate outcomes like motivation and organizational climate, neglecting the nuanced, long-term impacts on career trajectories and retention [5,6]. Addressing these gaps is crucial, with qualitative methods such as in-depth interviews. This study is instrumental in addressing social issues identified in the educational system by emphasizing the significance of effective leadership practices. The purpose of this qualitative phenomenological study is to explore the leadership styles of principals as perceived by teachers and staff in the secondary schools in the District of Braulio E. Dujali, Davao del Norte. By examining the lens of teachers and staff, the study may seek to understand how different leadership styles contribute to the overall school climate and organizational culture. It could investigate how certain leadership approaches influence morale, motivation, job satisfaction, and collaboration among educators and staff members the exploration of leadership styles among principals through the perspectives of teachers and staff offers valuable insights into the intricate dynamics of educational leadership. By examining this phenomenon through a phenomenological lens, researchers aim to uncover the essence of effective leadership practices that can drive positive change in schools, both nationally and globally [7]. The results of the study are helpful to educational institutions and policy makers to focus on implementing a balanced approach to leadership styles. By recognizing the impact of different leadership styles on teacher and staff job performance, schools can tailor leadership training programs to equip principals with the skills to effectively lead and motivate teacher and staff. Moreover, fostering a culture that values a participative decision-making and collaboration can enhance teacher and staff satisfaction and overall job satisfaction, ultimately contributing to a more positive and educational environment. This study is anchor to the Transformational Leadership which proposes that effective leaders engage in four key behaviors: the Idealized Influence that serves as a role models and inspire admiration and trust among followers; the Inspirational Motivation that articulates a compelling vision and motivate others to work towards common goals; the Intellectual Stimulation that encourages creativity, innovation, and critical thinking among their followers; and the Individualized Consideration that provides personalized support, coaching, and development opportunities to meet the needs of individual followers [8]. The study’s findings offer valuable insights into the relationship between the principal’s leadership styles and teachers and staff behavior, providing a framework for principals to make informed decisions that can positively impact teacher and staff job satisfaction. By understanding the impact of different leadership styles on teacher and staff emotional behavior, principals can adopt strategies to improve teacher and staff satisfaction and overall well-being, leading to better educational outcomes. Also, this study emphasis on democratic and transformational leadership styles suggests that these approaches can foster a school culture, which is, essential for teacher and staff morale and student success. By addressing teacher and staff emotional well-being and job satisfaction, schools can reduce teacher and staff turnover rates, ensuring that students have consistent and effective teaching throughout their educational journey. This research provided principals with valuable insights to inform their leadership decisions, enabling them to choose the most effective leadership styles for their school, teachers and staff, ultimately improving educational outcomes. Lastly, by improving teacher and staff job satisfaction and school culture, the study’s findings can contribute to better educational outcomes, including improved student performance and increased student engagement. This gained a deeper understanding of how teachers and staff perceive and experience the leadership styles of principals, including the impact of these styles on their work performance and overall job satisfaction. The study aimed to found the profile of the participants; and how do teachers and staff characterize their experiences regarding the leadership styles of principals in fostering effective teaching and learning environments and how do the leadership styles of principals contribute to the cultivation of learning organizations and the attainment of student outcomes within diverse school contexts.

2. MATERIALS AND METHODS

The informants and participants of the study were 6 teachers and 4 staff from three secondary schools of Braulio E. Dujali District. These schools include Antonio V. Fruto National High School, Dujali National High School and Tang law National High School. The researchers chose the three big schools to gather a better data needed for the success of the research. The participants were selected through purposive sampling technique in the three secondary schools.  Purposive sampling is a type of non-probability sampling in which researchers choose population of individuals to participate in surveys based on their judgement [9]. The study used In-Depth Interview (IDI). This study focused on the understanding the subjective experiences and perceptions of teachers and staff regarding the leadership styles of secondary school principals in Braulio E. Dujali District, Division of Davao del Norte. This study also aims to delve into the lived experiences, emotions, and interpretations of participants in relation to how principals lead and influence their work environment. It seeks to uncover the essence of these experiences, shedding light on the nuances and complexities of leadership interactions within educational settings.  This study utilized a qualitative approach to employ a descriptive phenomenological approach to capture the essence of participants’ experiences. A descriptive phenomenological approach is a well suited for capturing the essence of participants live experiences [10]. This approach is rooted in the philosophy of Edmund Husserl, aims to describe the universal essence or structure of a phenomenon as it appears to consciousness. This study employed qualitative methodologies to describe the experiences of secondary school teachers and staff of Braulio E. Dujali District namely Tang law National High School, Dujali National High School and Antonio V. Fruto National High school regarding the leadership styles of principals in fostering effective teaching and learning environments, universal structure of the phenomenon as it appears to consciousness, while bracketing their own preconceptions and biases. This allowed for a rich, detailed understanding of the participants’ lived experiences and the meaning they ascribe to the phenomenon under investigation. The study selected the 6 teachers and 4 staff through purposive sampling from three (3) different secondary schools in Braulio E. Dujali District, Municipality of Braulio E. Dujali, Davao del Norte namely Antonio V. Fruto National High School, Dujali National High School and Tang law National High School. The primary data collection method was face to face and online in-depth interviews. The interviews were audio-recorded, transcribed, translated and coded for analyzing the data to uncover the essence of the participants’ experiences and perceptions. Thematic analysis was used to gain insight and knowledge from data that were gathered. The method involved identifying patterns of meaning within a data set to derive themes. The researchers familiarized and read the data set such as transcripts from interviews to understand the context and content. They looked for common patterns and themes across the data, which can involve both inductive and deductive approaches. To avoid misinterpretation and biases, the data were reviewed with the help of qualitative research expert. That is too read and re-read the data, double check the codes to make it consistent and valid. Emergent themes were identified after the codebook was prepared. The codebook was used to identify themes and sub-themes that emerged from patterns like conversation topics and vocabulary. These themes were defined sufficiently. Credibility was observed. There was member checking, where the participants reviewed the researchers’ interpretation for accuracy. Thick descriptions of the research context and findings were provided to enable readers to assess the transferability of the results. An audit trail of the research process, including data collection, analysis and interpretation were maintained. Engaging in reflexibility by acknowledging the researchers’ biases and assumptions that may influence the interpretation of the data for confirmability. Ethical considerations were upheld throughout the research process, encompassing the acquisition of informed consent and the maintenance of data confidentiality. Also, the University of the Immaculate Conception Research Ethics Committee (UIC REC), as the reviewing body of this study, ensures that this is within the bounds of ethical principles in a research body. The participants were provided with Informed Consent Form (ICF). The researchers informed the participants about the purpose of the study, the procedures involved, potential risks, and benefits, and their right to withdraw at any time without consequences. Researchers ensure the confidentiality of participants’ identities and responses. The data were anonymized, and participants’ personal information were protected to maintain their privacy. Researchers treat the participants with respect and dignity. Also, researchers consider the well-being of participants and ensure that their rights were protected and maintain objectivity and integrity throughout the research process.

3. RESULTS AND DISCUSSION

The participants were teachers and staff from the three public secondary schools of Braulio E. Dujali District. These schools include Antonio V.  Fruto National High School, Dujali National High School and Tang law National High School. All of them were participated in the in-depth interview. These informants were a mixture of 4 males and 6 females, 6 teachers and 4 staff and ages that range from 32 to 45 years old, and voluntarily participated in this study without expecting any return.

Table 01: Profile of Participants

The experiences of teachers and staff regarding the leadership styles of principals in fostering effective teaching and learning environments. The study aimed to identify how teachers and staff characterize their experiences regarding the leadership styles of principals in fostering effective teaching and learning environments. After analyzing the data, seven significant themes were discovered as presented in Table 02, which include: directed leadership, transformational leadership, democratic leadership, community engaged leadership, servant leadership, distributed leadership, and inclusive leadership.

Table 02: Matrix of Essential Themes and Core Ideas of the experiences of teachers and staff regarding the leadership styles of principals in fostering effective teaching and learning environments.

Directed Leadership is the first theme that emerge in which most of the participants   expressed appreciation for the structured approach to leadership, noting that it helped clarify their roles and responsibilities as teachers and staff. They also highlighted instances where principals demonstrated decisive action in urgent situations, which ensured the smooth functioning of teaching activities and minimized disruptions in the learning process. He’s strict with the rules of the school. (IDIDNHS1) Discipline students it has a great positive impact to the whole school. (IDIDNHS5). Allows his teacher to explore teaching and learning strategies that suits to the situation of the students. (IDITNHS1). In support, [11] conducted a qualitative study examining the experiences of teachers under directive leadership styles in educational settings. The findings revealed that teachers perceived directive leadership positively, citing clear communication, decisiveness, and structure as key benefits. Similarly, [12] explored the impact of principal leadership styles on teacher satisfaction and found that teachers under directive leadership reported higher levels of satisfaction with their work environment compared to those under less directive leadership styles. Transformational Leadership is the second theme that emerged from the participants was transformational leadership. Participants described principals who exhibited characteristics such as inspiration, support, and a focus on individual growth and development. These principals were seen as empowering teachers and staff, encouraging innovation, and fostering a positive and collaborative school culture. Participants appreciated the transformative impact of such leadership, noting improvements in teacher morale, student engagement, and overall school effectiveness. For me, as a teacher, I characterize my experiences based on what I have observed and experienced, of course, for six years in teaching, I experienced a transformational leadership, where principals who are inspirational, supportive, and focused on our individual growth and development. (IDIAFNHS1). Focuses on professional development, which our principal encourages us to innovate in our teaching methods and provides opportunities for professional development (IDIAFNHS2). Similarly, [13] conducted a qualitative study exploring the influence of transformational leadership on teacher motivation and engagement. The findings revealed that teachers under transformational leadership reported higher levels of motivation and job satisfaction compared to those under less transformative leadership styles. In addition, [14] investigated the relationship between transformational leadership and school climate and found that schools with principals exhibiting transformational leadership characteristics had more positive and supportive climates for teaching and learning. Democratic Leadership theme highlighted principals who actively involved teachers and staff in decision-making processes, encouraged open communication, and promoted a sense of shared ownership and responsibility within the school community. These principals were seen as collaborative, inclusive, and responsive to the needs and perspectives of their team members. Participants appreciated the democratic approach to leadership, noting its positive impact on teacher morale, job satisfaction, and overall school climate. Our current principal uses democratic style, which allows her teacher to contribute to the solution of the problems. She is also open in receiving inputs from the teachers and staffs. (IDITNHS1). Collaborative in the sense that we feel we are involved in the decision-making of the schools we feel valued. (IDITNHS3). If there’s a problem, he didn’t make a hasty decision. He was clear in his decision to solve the problem (IDITNHS4). In support, [15] conducted a qualitative study examining the influence of democratic leadership on teacher job satisfaction and found that teachers under democratic leadership reported higher levels of satisfaction compared to those under more autocratic leadership styles. Similarly, [16] investigated the relationship between democratic leadership and teacher empowerment and found that schools with principals exhibiting democratic leadership characteristics had more empowered and motivated teachers. Most of the participants claimed that community engaged leadership emerged as a significant theme from their experiences regarding the leadership styles of principals in fostering effective teaching and learning environments. Participants described principals who actively engaged with the broader community, including parents, local organizations, and other stakeholders. These principals were seen as collaborative, inclusive, and committed to building strong partnerships beyond the school walls. Participants highlighted the positive impact of community engagement on student learning outcomes, school resources, and overall school climate. They appreciated the sense of collective responsibility and support fostered by such leadership, noting its role in creating a more connected and vibrant educational community. Involve community and outside stakeholder. (IDITNHS3). Align with the study of [17], they conducted a qualitative study examining the influence of community engaged leadership on school-community partnerships. The findings revealed that schools with principals who prioritized community engagement had stronger relationships with external stakeholders and access to additional resources and support. Similarly, [18] investigated the impact of community engaged leadership on student academic achievement and found that schools with principals who actively engaged with the community had higher levels of student success. Servant Leadership theme emphasized principals who embodied the characteristics of servant leadership, such as empathy, humility, and a focus on serving the needs of others. These principals were seen as supportive, empowering, and dedicated to the growth and development of their teachers and staff. Participants appreciated the servant-oriented approach to leadership, noting its positive impact on morale, collaboration, and overall school culture. The theme of Servant Leadership highlights the importance of servant-oriented leadership behaviors in creating environments conducive to effective teaching and learning. Our principal allows his teacher to explore teaching and learning strategies that suits to the situation of the students. (IDITNHS1). In similar [19] conducted a qualitative study exploring the influence of servant leadership on teacher satisfaction and found that teachers under servant leaders reported higher levels of satisfaction with their work environment and perceived support from their principals. Similarly, [20] investigated the relationship between servant leadership and teacher motivation and found that schools with principals who exhibited servant leadership characteristics had more motivated and engaged teachers. These studies proved that servant leadership promotes teacher satisfaction, motivation, and overall school effectiveness. Distributed Leadership emerged as a significant theme from the experiences of participants regarding the leadership styles of principals in fostering effective teaching and learning environments. Participants described principals who shared leadership responsibilities among staff members, empowering them to contribute to decision-making processes and take ownership of various aspects of school management. These principals were seen as collaborative, inclusive, and supportive, fostering a culture of shared leadership and collective responsibility within the school community. Participants appreciated the distributed leadership approach, noting its positive impact on teamwork, professional growth, and overall school effectiveness. He shares leadership responsibilities amongst staff, so perform in their respective tasks. (IDITNHS1). In support, [21] conducted a qualitative study examining the influence of distributed leadership on teacher empowerment and found that teachers in schools with distributed leadership structures reported higher levels of empowerment and job satisfaction compared to those in schools with more centralized leadership models. Similarly, [22] investigated the relationship between distributed leadership and school improvement efforts and found that schools with distributed leadership practices had more successful school improvement outcomes. Most of the participants claimed that inclusive leadership emerged as a significant theme from their experiences regarding the leadership styles of principals in fostering effective teaching and learning environments. Participants described principals who fostered inclusive and supportive school cultures where all members of the community felt valued, respected, and empowered. These principals were seen as collaborative, empathetic, and committed to embracing diversity and promoting equity within the school. Participants appreciated the inclusive leadership approach, noting its positive impact on teacher morale, student engagement, and overall school climate. Teachers and I feel valued and trusted. Our principal leads in a collaborative, healthy, and inclusive school culture. (IDITNHS1). Cultivates values and trust among teachers and staff. (IDIDNHS2) Also, [23] conducted a qualitative study exploring the influence of inclusive leadership on teacher job satisfaction and found that teachers in schools with inclusive leadership practices reported higher levels of job satisfaction and felt more supported in their roles. Similarly, [24] investigated the relationship between inclusive leadership and student achievement and found that schools with principals who exhibited inclusive leadership characteristics had higher levels of student academic success. The contribution of the leadership styles of principals to the cultivation of learning organizations and the attainment of student outcomes within diverse school contexts. The study aimed to identify the contribution of the leadership styles of principals to the cultivation of learning organizations and the attainment of student outcomes within diverse school contexts. After analyzing the data, four significant themes were discovered as presented in Table 02, which include: empower teacher and student outcomes, foster positive school climate, resource provision promotes success, and regulation empowers excellence

Table 03: Matrix of Essential Themes and Core Ideas of the contribution of the leadership styles of principals to the cultivation of learning organizations and the attainment of student outcomes within diverse school contexts. 

Empower Teacher and Student Outcomes is the first theme that emerge when the participants were asked on leadership styles of principals in fostering effective teaching and learning environments. Participants described principals who prioritized empowering teachers through professional development opportunities, autonomy in decision-making, and support for innovative teaching practices. Additionally, principals were observed to focus on empowering students through personalized learning approaches, student voice initiatives, and opportunities for leadership development. Supportive Leadership Elevates Teacher and Student Outcomes. (IDITNHS1). Teachers can feel guilty due to very supportive leader. Good role model as a leader. (IDITNHS3) Can create a culture of continuous improvement that can inspire both the teachers and the staff to engage in professional development, collaboration, and even reflective practices, which can enhance teaching quality and student learning outcome. (IDIAFNHS1). Promotes collaborative professional learning which we teachers have always given time to share our best practices in teaching and learning. (IDIANHS2). Students become competitive or knowledgeable, competitive, or have improvement in learning. (IDIDNHS1). In support, [25] conducted a qualitative study investigating the impact of teacher empowerment on student achievement and found that schools with principals who prioritized empowering teachers had higher levels of student academic success. Similarly, [26] explored the relationship between student empowerment and school climate and discovered that schools with principals who empowered students through involvement in decision-making processes and leadership opportunities had more positive and supportive climates for learning. Foster Positive School Climate is second theme fostering a positive school climate emerged as a significant theme from their experiences regarding the leadership styles of principals in cultivating effective teaching and learning environments. Participants described principals who prioritized creating a welcoming, inclusive, and supportive atmosphere within the school community. These principals were observed to promote mutual respect, collaboration, and a sense of belonging among students, teachers, and staff. Furthermore, they actively addressed issues such as bullying, discrimination, and conflict resolution, fostering a safe and conducive learning environment for all. His positive leadership style approach creates positive environment also for the teachers and staffs and promotes healthy culture environment (IDITNHS1). He is understanding which leads to feeling of being cared and supported and he is approachable to students and teachers, he is also appreciative to student and teachers’ effort. (IDITNHS3).  In similar result, [27] conducted a qualitative study exploring the impact of school climate on student engagement and found that schools with positive climates, fostered by supportive leadership, had higher levels of student involvement and academic achievement. Similarly, [28] investigated the relationship between school climate and teacher retention and discovered that schools with positive climates, characterized by strong leadership and supportive environments, were more likely to retain experienced teachers. Most of the participants claimed that the provision of resources promotes success emerged as a significant theme from their experiences regarding the leadership styles of principals in cultivating effective learning environments and achieving student outcomes across diverse school contexts. Participants described principals who prioritized providing adequate resources, including instructional materials, technology, professional development opportunities, and support staff, to meet the needs of teachers and students. These principals were observed to actively seek out resources, allocate funds strategically, and collaborate with stakeholders to ensure access to resources that enhance teaching and learning.  Provide resources for the success of school activities. (IDINHS2). Supportive to the needs of the students. IDITNHS3) resourceful in looking for resources and additional support. (IDIDNHS4). Similarly, [29] conducted a qualitative study investigating the impact of resource provision on student outcomes and found that schools with principals who effectively allocated resources had higher levels of student academic success. In addition, [30] explored the relationship between resource provision and teacher job satisfaction and discovered that schools with adequate resources, provided through strong leadership, were more likely to retain satisfied and motivated teachers. Regulation Empowers Excellence theme emerged described principals who implemented clear and consistent regulations, policies, and procedures within the school community. These regulations were observed to establish a structured and orderly environment conducive to teaching and learning. Furthermore, participants noted that effective regulation promoted accountability, fairness, and high standards of performance among teachers, staff, and students, ultimately fostering a culture of excellence within the school. Clear directions allow teachers and staff for autonomy in school. (IDIAFNHS2). Clear school vision drives teacher and staff for excellence. Strict implementation of rules and policy helped achieve school vision. (IDINHS2). In support, [24] conducted a qualitative study investigating the impact of regulatory leadership on teacher performance and found that schools with principals who implemented clear regulations had higher levels of teacher effectiveness and student achievement. Similarly, [27] explored the relationship between regulatory leadership and school climate and discovered that schools with well-regulated environments, characterized by strong leadership and clear expectations, had more positive and supportive climates for learning.

4. CONCLUSION

The role of leadership and school conditions are crucial factors in promoting advancement, modernization, and innovation in teaching and learning practices. In recent years, numerous studies have investigated various leadership styles in educational settings, including paternalistic, servant, transformational, autocratic, and charismatic leadership. This particular study focuses on the leadership styles of principals in secondary schools within the District of Braulio E. Dujali, Davao del Norte. The study employed a phenomenological research design, which is a qualitative approach that seeks to understand the subjective experiences and meanings of individuals. Ten participants, consisting of six teachers and four staff members, were involved in individual interviews. The data collection process utilized both face-to-face and online interviews, allowing participants to share their thoughts and experiences in a comfortable and convenient setting. The data gathered from the interviews were analyzed using a self-made interview guide questionnaire, which was designed to contextualize the questions and gain a deeper understanding of the participants’ experiences. This approach enabled the researcher to identify patterns and themes that emerged from the data. The results revealed seven key themes that characterize how teachers and staff experience the leadership styles of their principals in fostering effective teaching and learning environments. These seven themes include directed leadership, where principals provide clear guidance and direction; transformational leadership, where principals inspire and motivate teachers and staff; democratic leadership, where principals involve teachers and staff in decision-making processes; community-engaged leadership, where principals build relationships with the community; servant leadership, where principals prioritize the needs of teachers and staff; distributed leadership, where principals empower teachers and staff to take on leadership roles; and inclusive leadership, where principals foster a welcoming environment for all stakeholders. These findings provide valuable insights into the various leadership styles employed by principals in secondary schools and their impact on teaching and learning environments.. Meanwhile, there are four identified themes regarding the contribution of the leadership styles of principals to the cultivation of learning organizations and the attainment of student outcomes within diverse school contexts which include: empower teacher and student outcomes, foster positive school climate, resource provision promotes success, and regulation empowers excellence. the study underscores the significant impact of principal leadership styles on the cultivation of learning organizations and student outcomes across varied school contexts. Four overarching themes emerge from the analysis, highlighting the multifaceted contributions of principals: empowerment of teacher and student outcomes, fostering positive school climate, promoting success through resource provision, and empowering excellence through regulation. These findings underscore the complex interplay between leadership practices and educational outcomes, emphasizing the pivotal role of principals in shaping the learning environment and facilitating student success through strategic leadership approaches. The study revealed that teachers and staff characterize their experiences regarding the leadership styles of principals in fostering effective teaching and learning environments through seven overarching themes: directed leadership, transformational leadership, democratic leadership, community engaged leadership, servant leadership, distributed leadership, and inclusive leadership. The study outcomes indicated that the leadership styles of principals contribute significantly to the cultivation of learning organizations and the attainment of student outcomes within diverse school contexts, delineated through four main themes: empowerment of teacher and student outcomes, fostering positive school climate, promoting success through resource provision, and empowering excellence through regulation. Teachers and staff, in their assessment of the leadership styles of principals, have identified seven key themes that characterize their experiences in fostering effective teaching and learning environments. These themes encompass directed leadership, transformational leadership, democratic leadership, community engaged leadership, servant leadership, distributed leadership, and inclusive leadership. Each of these leadership styles plays a crucial role in shaping the culture, practices, and outcomes within schools, highlighting the diverse approaches employed by principals to lead and support their staff and students. Furthermore, the study underscores the significant impact of principal leadership styles on the cultivation of learning organizations and student outcomes across varied school contexts. Four overarching themes emerge from the analysis, highlighting the multifaceted contributions of principals: empowerment of teacher and student outcomes, fostering positive school climate, promoting success through resource provision, and empowering excellence through regulation. These findings underscore the complex interplay between leadership practices and educational outcomes, emphasizing the pivotal role of principals in shaping the learning environment and facilitating student success through strategic leadership approaches.

5. RECOMMENDATIONS

• This study recommended, based on the identified leadership styles, that school heads undergo training and development programs to enhance their leadership skills and align their practices with the diverse needs of their school communities.
• Teachers should engage in ongoing dialogue with school leaders to provide feedback and collaborate on initiatives that promote effective teaching and learning.
• Parents are encouraged to actively participate in school governance and decision-making processes to contribute to a positive school climate and student success. Students should be empowered to voice their opinions and contribute to shaping their learning environment, fostering a sense of ownership and engagement.
• Future researchers are urged to explore the longitudinal effects of different leadership styles on student outcomes and school performance to provide insights for continuous improvement in educational leadership practices.

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