Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 41 no. 10 (2025)

School Heads’ Leadership Styles and External Stakeholders' Involvement: School-Community Partnership Program

Rizalyn Maturan

Discipline: Education

 

Abstract:

This study investigated the relationship between school heads’ leadership styles, their interpersonal qualities, and the extent of external stakeholder involvement in the school-community partnership programs of Districts II and III in the Schools Division of Maasin City. Utilizing a descriptive-correlational design, data were gathered from 34 school heads using standardized survey instruments. Findings revealed that democratic leadership was the most prevalent style, emphasizing collaborative and participatory practices, followed by transformational and transactional styles. Interpersonal competencies among school heads were generally high, particularly in initiating relationships and managing conflicts. Stakeholder involvement was rated moderately high, with most respondents recognizing meaningful community participation, although areas for greater consistency and depth were noted. Statistical analysis indicated a significant correlation between leadership style and stakeholder involvement, with transactional leaders demonstrating the highest levels of stakeholder engagement. Furthermore, a significant relationship was found between leadership style and interpersonal qualities, particularly with laissez-faire leaders exhibiting stronger interpersonal skills. Interestingly, certain interpersonal traits such as initiating relationships and conflict management showed negative correlations with stakeholder involvement, suggesting that overemphasis on these traits by school heads may inadvertently reduce stakeholder agency or participation. Based on these findings, a School-Community Partnership Program was proposed, aiming to enhance collaborative leadership, strengthen stakeholder engagement, and promote sustainable partnerships. The study emphasizes the need for targeted leadership development and structured stakeholder roles to foster more effective and inclusive educational outcomes.



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