Perception of teachers on the leadership effectiveness of school heads: An enhanced development program

Effective school leadership is widely recognized as a key factor in enhancing teacher performance and student learning outcomes. This study assessed teachers’ perceptions of the leadership effectiveness of school heads in the Compostela District, Cebu Province Division employing a quantitative descriptive–correlational design. Utilizing an adapted version of the Teacher Perception Principal Attributes Questionnaire (TPPAQ), data were collected from 340 public school teachers across 19 schools. The study measured leadership effectiveness across five dimensions: visionary and strategic leadership; management of resources and school operations; interpersonal skills and communication; instructional and curricular leadership; and support for teacher professional development. Descriptive statistics revealed that teachers generally perceived their school heads as effective across all five dimensions, with mean scores interpreted as “Agree.” Among the dimensions, visionary and strategic leadership and support for teacher professional development received the highest ratings. However, the lowest-rated indicators identified specific areas for improvement, including building consensus, managing event logistics, providing regular feedback, evaluating programs based on learning outcomes, and supporting individualized teacher development plans. Correlation analysis showed that teachers’ academic load and advisory roles significantly influenced their perceptions, while age, sex, and years of experience did not. Based on these empirical findings, the study concludes by proposing an Enhanced Leadership Development Program (ELDP) designed to target the identified leadership gaps through modular, evidence-based training. The program aims to equip school heads with targeted competencies to strengthen their leadership practices, ultimately fostering a more supportive and effective school environment in the district.