PRINCIPALS’ LEADERSHIP COMPETENCIES: ITS IMPLICATION TO TEACHERS’

WORK-RELATED QUALITY OF LIFE, LEARNERS’ ACADEMIC

BUOYANCY, AND PARENTAL INVOLVEMENT

RENIA DISCUATAN - LENA

Dissertation Proposal Submitted to the Faculty of the Graduate School of Sultan

Kudarat State University, ACCESS, EJC Montilla, Tacurong City

In partial fulfillment of the requirements for the degree

DOCTOR OF PHILOSOPHY

(Educational Management)

MARCH 2023

CONCEPTUAL FRAMEWORK
INDEPENDENT VARIABLES DEPENDENT VARIABLES

TEACHER’S WORK-RELATED
QUALITY OF LIFE

 General Well-being
 Home-Work Interface
LEADERSHIP  Job-Career satisfaction
COMPETENCIES OF  Control at Work
PRINCIPALS  Working Condition
 Leading Strategically  Stress at Work
 Managing School
Operations and LEARNER’S ACADEMIC BUOYANCY
Resources  Self-Efficacy
 Focusing on  Uncertain Control
Teaching and  Academic Engagement
Learning  Anxiety
 Developing Self and  Teacher-Student Relationship
Others
 Building connections. PARENT’S INVOLVEMENT

 Home-based parent involvement

 School-based parent involvement
 Resources and availability
 Parent Perception of school climate

Figure 1. The Conceptual Framework

Statement of the Problem

The main objective of the study is to relate the leadership competencies of

school Principals to the teachers’ work-related quality of work life, the learners’

academic buoyancy, and the parental involvement.

Specifically, this study seeks to answer the following questions:

1. To what extent is the leadership competencies of Principals in terms of:

1.1. Leading Strategically;

1.2. Managing School Operations and Resources;

1.3. Focusing on Teaching and Learning;

1.4. Developing Self and Others; and

1.5. Building connections?

2. To what extent is the teachers’ work-related quality of life in terms of:

2.1. General Well-being;

2.2. Home-Work Interface;

2.3. Job-Career satisfaction (JCS);

2.4. Control at Work;

2.5. Working Condition; and

2.6. Stress at Work?

3. What is the level of the learners’ academic buoyancy with respect to:

3.1. Self-Efficacy;
3.2. Uncertain Control;
3.3. Academic Engagement;
3.4. Anxiety; and
3.5. Teacher-Student Relationship?
4. What is the degree of the parental involvement on children’s education in terms

of:

4.1. Home-based parent involvement;

4.2. School-based parent involvement;

4.3. Resources and availability; and

4.4. Parent Perception of school climate?

5. Is there a significant relationship between the leadership competencies of school

Principals and the quality of life of the teachers?

6. Is there a significant relationship between the leadership competencies of school

heads and the learners’ academic buoyancy?

7. Is there a significant relationship between the leadership competencies of school

heads and the parental involvement in their children’s education?