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  3. School Administrators’ Leadership Behavior in Implementing Learning Ac…
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School Administrators’ Leadership Behavior in Implementing Learning Action Cell (LAC)

Annals of Medicine and Medical SciencesVol. 9, No. 05, (2025) May 2, 2025pp. 7668-7838DOI: 10.18535/sshj.v9i05.1820 1 citations
439 71
Abstract

Numerous empirical studies have consistently highlighted the profound impact of an administrator's leadership style and individual traits on the operational dynamics and overall outcomes within educational institutions. This research, conducted within the context of the Learning Action Cell (LAC) program, delves into the intricate interplay between administrators' leadership behavior and the successful implementation of professional development initiatives in educational settings. Specifically, it scrutinizes the ramifications of administrator conduct on the performance and efficacy of the LAC program. The investigation encompasses a comprehensive assessment encompassing eight administrators and 298 teachers affiliated with the Schools Division of Taguig City and Pateros. The study meticulously examines various dimensions of administrators' leadership behavior while concurrently scrutinizing an array of variables pertaining to the execution of the LAC initiative. This research meticulously dissects administrators' leadership behavior and its direct repercussions on the successful deployment of the LAC program within the educational landscape.The study reveals several key findings: Demographics: The participants exhibit diversity in teaching experience, educational attainment, and commitment to professional development, which influences their perspectives.  Leadership Behavior: Administrators exhibit strengths in areas such as tolerance for uncertainty, persuasiveness, initiation of structure, and integration. However, there is room for improvement in areas like demand reconciliation, predictive accuracy, and role assumption. Impact of Teaching Experience: While administrators' years of teaching experience do not significantly impact their self-assessment of leadership behavior, teachers' perceptions of administrators vary based on their experience levels. Educational Attainment: Administrators' educational backgrounds do not significantly influence their perceived leadership behavior, but teachers' assessments show variations based on administrators' academic qualifications. Training: Training significantly impacts teachers' assessments of administrators' leadership behavior, emphasizing the importance of targeted training programs. Department Affiliation: Departmental differences influence teachers' perceptions of administrators' leadership behavior, highlighting the need for department-specific approaches. LAC Implementation Topics: The LAC program excels in facilitating sessions and aligning curriculum content with instructional strategies. However, there is room for improvement in dedicating more time to teacher development. Process Compliance: The LAC program demonstrates strong process compliance but faces challenges in organizing sessions based on identified needs. Roles and Responsibilities: Both administrators and teachers emphasize the importance of clear communication, support, and accountability in LAC roles and responsibilities. Monitoring and Evaluation: The LAC program excels in monitoring and evaluation, but there are challenges in translating reflections into tangible changes in classroom practices. The study concludes that administrators' leadership behavior and teachers' perceptions are influenced by various factors, including teaching experience, educational attainment, training, and departmental affiliation. It underscores the importance of tailored support and training for educators and the need for a balanced approach to leadership behavior. The study provides valuable insights into optimizing the LAC program and improving educational outcomes in diverse contexts.

 

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