Leadership Skills and School Performance of Teachers In-Charge in Integrated Schools
DOI:
https://doi.org/10.69569/jip.2025.276Keywords:
Instructional leadership, Rural education, School performance, Teachers-In-Charge (TIC), Transformational leadership, Integrated schoolsAbstract
This study explored the leadership skills of Teachers In-Charge (TICs) and their relationship with school performance in selected integrated public schools in Glan, Sarangani Province. Positioned in contexts with no full-time principals, TICs take on multifaceted roles that demand strong instructional leadership, communication, and decision-making abilities. Using a descriptive-correlational design, the study involved 7 TICs and 102 teachers. Data were gathered through validated survey instruments and documentary analysis of school performance records, including NAT Grade 6 and 12, and ELLNA results. Findings revealed that both TICs and their teachers consistently rated the TICs’ supervisory, communication, and decision-making skills very high, with no significant differences between self-assessments and teacher ratings. Despite these firm leadership profiles, results of Spearman’s rho and multiple regression analyses showed no statistically significant relationship between leadership skills and school performance indicators, nor between the TICs’ demographic profiles and their perceived leadership skills. This suggests that while TICs demonstrate effective leadership in their schools, academic performance may be influenced by broader systemic or contextual factors such as resource availability, instructional support, or student needs. This study contributes to the growing literature on non-traditional school leadership, particularly in underserved and decentralized educational settings. It emphasizes recognizing and supporting TICs who lead without formal titles, often under resource constraints. Future research may delve into qualitative dimensions of TIC leadership, explore longitudinal outcomes, or examine the impact of targeted leadership development programs. Strengthening TICs’ capacity through professional support and policy frameworks may help translate strong leadership practices into improved school performance in similar rural contexts. The integrated schools of Glan included in this study are: Segafu Esgafu Integrated School, Banlas Integrated School, Tampus Integrated School, Kaltuad Integrated School, Gulo Integrated School, Batutuling Integrated School, and Panambalan Integrated School.
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