“THE IMPACT OF SCHOOL LEADERSHIP ON THE ACADEMIC ACHIEVEMENT

AMONG JUNIOR AND SENIOR HIGH SCHOOL STUDENT LEADERS OF

INNOVATIVE COLLEGE OF SCIENCE AND TECHNOOGY; S.Y. 2023 –

2024”

A Thesis presented to the Faculty of Secondary Department of

INNOVATIVE COLLEGE OF SCIENCE & TECHNOLOGY

Malitbog, Bongabong, Oriental Mindoro

In Partial Fulfillment

Of the Requirements for

Research Daily Life 2

By:

Casao, Vonfiel S.

Dula, John Warren J.

Faina, Anthony

Hilario, Renalyn P.

Pautanes, Billy Jo
 CHAPTER I

THE PROBLEM AND IT’S BACKGROUND

1.0 INTRODUCTION

On 21st Century, Educators around the world have been

grappling with the concept of 21st Century Education and

International School Leadership for the past 20 years! Some

are earnest, some are cynical and some are overwhelmed with

the whole notion. How are dealing with the changes we need

to make in school to meet the needs of 21 st Century

Learners? Do you have a clear vision of your toward into an

International Education and collaborative mindset? Are you

feeling confused, frustrated or overwhelmed? Or are you just

too damn busy to even think about it? I understand how you

feel! As a passionate educational leader for over 20 years,

I have recently carved out sometime to research 21 st Century

Learning and 21st Century Leadership because I was feeling

confused, frustrated and overwhelmed. I don’t have all

answers, but I now have a much clearer understanding of what

we should be doing as 21st Century School Leaders and I’d

like to share it with you. How do we deal with changes in

school in the 21st Century? Because of School Leadership so

much has changed within the 21st century. However, many

students have problems with Academic Achievements because

they prioritized School Leadership.

The impact of School Leadership is essential for the

success of school. The leader set the tone for the school,

established the school’s vision and goals, and provide the

direction and guidance necessary for teachers and students

to achieved those goals. Effective Leadership also creates a

positive school culture that fasters learning,

collaboration, and innovation. School leaders are

responsible for creating an environment that encourages

teachers to work together to improve student outcomes, and

they are also responsible for ensuring that the school has

necessary resources to support student achievements. The

impact of School Leadership on the Academic Achievements

among the student leaders has shown that effective school

leadership is strongly associated with improve student

achievements. Effective Leadership had student to performed

significantly better on standardized tests than schools with

ineffective leadership. Effective School Leaders also

understand the importance of data-driven decision-making. By

providing feedback and support to teachers, school leaders

can help them improve their instruction, resulting in

improved student Achievement.

 According to the U.S Secretary of Education Arne Duncan

(2010), great teachers and school leaders hold the key to

America’s children a getting first rate education, but we do

a spotty job of preparing them. Few would disagree.

According to Levine,2005; tucker and amp; Codding, 2002, the

study after study over the past 20 years has criticized the

quality and relevant of principal preparation programs in

the United States. Admissions standards are low, clinical

training and mentorship is paid to data or to ways of

turning around low- performing schools. Principals

themselves believe that the programs are too theoretical and

that they’re out of touch with the reality of running

schools today. Many teachers enroll on the programs to get

credits and masters degree to obtain a salary boost rather

than to become a school leader. Staes approved teachers and

principal training programs without much questions, and

licensing and certification exams don’t measure what really

important. In addition, most program don’t follow whether

their graduates raise student achievements, serve in high-

needs school, or even stay in the profession. At the same

time, there’s growing evidence that weak school leadership

leads to poor school performance and high teacher turnover

and that strong school leadership can lead significant

school improvement. Research has also shown that school

leadership is second only to teaching in its effect on

students learning (Leith Wood, Louis, Andeson & amp;

Wahlstrom, 2004).

The Past 20 years have witnessed a remarkably

consisted, worldwide effort by educational policymakers to

reform school by holding them publicly accountable for

improving student performance in state or national tests.

The concepts of leadership, management and administration

overlap and have been accorded different emphases overtime

and in different contexts. Their usage varies across

countries and professional cultures. In English speaking

countries such as Australia, Canada, New Zealand, the UK and

the us, the role of leader is seen as of prime importance in

raising standards and promoting school improvement, but this

is noy necessary so in other countries; for example, the

Netherlands and Scandinavian countries. This difference

emphasis reflects variations in the structures and

functioning of education system and their historical,

national and regional policy contexts that exert different

degrees of influence on institutions work and therefore on

the role of readers in schools. In addition to professional

and policy derived standards for school leadership, a range

of research has identified leadership practice practices

associated with successful schools. However, creating an

effective teaching- learning process, developing a

supportive school culture, positive school climate,

participatory decision-making, equitable evaluation process

and teacher advocacy, might take several institutional

leadership practices or behaviors from principals.

According to Bautista, Bernardo and Ocampo in 2010, for

school year 2011-2012, the average NAT score for the country

was 67% for the elementary level and 49% for the secondary

level (Department of Education, 2012). In view of the goals

of the Kto12 reform which center on developing productive

and responsible citizens equipped with the essential

competencies, skills and values for both life-long learning

and employment (RA no.10533), this is disconcerting and

tremendously challenging considering that the NAT in its

present state, is even a weak universal test that may not be

attuned to the development of higher-thinking skills and

varied learning assessments. Disappointingly, in spite of

the endless and untiring reports of principals, teachers,

parents, and other stakeholders to address to issues

confronting public schools, the ability of the Philippines,

as one of the signatories in the United Nation Millennium

Declaration, to meet the Millennium Development Goals for

2015 in the three areas most fundamental to human life

(poverty alleviation, health and education) is very remote

(de Los Reyes, 2010). Improving the quality of basic

education in the Philippines has become more critical and

urgent than ever. For majority of Filipinos who suffer from

the various consequences of poverty, a good education is

only hope out of it. What Hargreaves (2005) and Harris

(2009a) stated for the UK is very true of the Philippines:

education is still the greatest gatekeeper or opportunity

and a powerful distribution of life chances. In the

Philippines, society looks for the public schools were about

the 90% of the Filipino school children are enrolled to

increased the country’s competitiveness in an increasingly

economy and to improve the future lives of Filipinos. It is

dust critical to create in the Philippines public schools

the conditions under which every student can achieved

excellence and have a chance of a better life, otherwise,

even with the Kto12 reform, improvements in student

performance are unlikely.

The development and practice of school leadership in

the Philippines is influenced by a rich history that has

helped to shaped policy in education in a diverse cultural

landscape. Periods of Spanish and American colonization have

challenged core Filipino values of community and kinship and

shaped the way contemporary school leadership preparation

and development occur in the Philippines. The role of school

readers in the Philippines is furthered framed by kinship

dynamics, which have been consistently integral to the

Filipino concept of self and to the way individuals interact

with others. Kinship is the nucleus of the Filipino social

organization, from indigenous group to the colonial

aristocratic ethnic and social group. The Filipino concept

of leadership is derived from a value set that rests on both

biological and ritual forms of kinship, which is turn drives

leadership practice in communication and school. The

preparation and development of school leaders in the

Philippines is influenced by historical, policy and cultural

dynamics. These are manifest both in the path educators take

to becomes principals and the way they develop and practice

their skills once they are on the job (de Guzman 7

Guillermo, 2007).

My goal, so I conducted a study about the impact of

school leadership on the Academic Achievement, is to know

what is actually brings to the students. I conducted a study

to find out the advantages and disadvantages of being a

student leader. My goal is to find out the effective and

ineffective of may chosen topic. I am doing a study about

school leadership to find out who the person included in it.

We need to find out what the outcome or impact of being

leaders will be on Academic Achievements. As a researcher,

you need to find out where the student leader are. You need

to find out if their Academic Achievements are still going

well as a student leader.

1.1 STATEMENT OF THE PROBLEM

This research entitled “The impact of school leadership

on the Academic Achievement among the Junior and Senior High

School student leader of INNOVATIVE COLLEGE OF SCIENCE AND

TECHNOLOGY; S.Y. 2023-2024”. The focus of these study is to

addresses the need to examine how leadership qualities and

behaviors among student leaders impact their Academic

Achievements. The following are the sub-problems:

1. What are the problems of school leadership among the

Junior and Senior High School student leaders of ICST; S.Y.

2023-2024?

a. Staff turnover

b. Budget cuts

c. Student discipline

2. What are the positive impact of school leadership on the

Academic Achievement among the Junior and Senior High School

student leaders of ICST; S.Y. 2023-2024?

a. Great Teaching Practices

b. Understand the needs of their school

c. The way through troubling times

3. Is there any significant relationship between school

leadership and Academic Achievement among the Junior and

Senior High School student leaders of ICST; S.Y. 2023-2024?

1.2 STATEMENT OF THE HYPOTHESIS

Is there any significant relationship between School

Leadership and the Academic Achievement among Junior and

Senior High School Student Leaders of ICST; S.Y. 2023–2024.

1.3 SCOPE AND LIMITATION OF THE STUDY

This research is primarily concerned with the

difficulties encountered and the level of performance in

school leadership among Junior and Senior High School

student leaders of ICST; S.Y. 2023-2024. The respondents of

the study are selected from 86 total population of Junior

and Senior High School Students of ICST; S.Y. 2023-2024. The

researchers of the study randomly pick 5 or 6 respondents in

each section of Grade 7 Waterlily (37) Grade 8 Sunflower

(29) Grade 8 Stargazer (28) Grade 9 Carnation (45) Grade 10

Dandelion (33) Grade 10 Rosemary (30) Grade 11 HUMSS

Sampaguita (32) Grade 11 HUMSS Gazania (38) Grade 11 ABM

Dahlia (44) Grade 12 HUMSS Proteas (39) Grade 12 HUMSS

Yellow Bell (36) Grade 12 HUMSS Gladiolus (41) Grade 12 STEM

Chrysanthemum (38) Grade 12 ABM Bleeding Heart (32) Grade 12

ABM Aster (41) Grade 12 TVL ICT Waling – Waling (19) Grade

12 TVL HE Ilang – Ilang (38), with the total of 599

respondents.

1.4 SIGNIFICANCE OF THE STUDY

This study focused on explaining the Impact of School

Leadership on the Academic Achievement among Junior and

Senior High School Student Leaders of ICST; S.Y. 2023-2024.

Moreover, the result of the study is beneficial to the

following:

Students – the result of the study would help the students

to know what is the impact of school leadership on the

Academic Performance of all student leaders.

Parents – the result of the study will help parents to

realize how important the school leadership of the Academic

Achievements of student leader, and to learn their children

how to be a student leader and focused to his/her goals.

Teachers – the result of study will help teachers for them

to be aware by students of having difficulties or problems

of school leadership on the Academic Achievement of student

leaders and to motivate their students.

School Admin – the results of the study will help the school

admin to value the school leadership of student leadership

of student leader on the Academic Achievement to guide on

they will overcome whatever they are difficulties on school

leadership on the Academic Achievements among Junior and

Senior High School student leaders.

Researchers – the result of the study will help researcher

be able to know the difficulties and the effectiveness on

school leadership on the academic achievements of Junior and

Senior High School student of ICST; S.Y.2023-2024.

Future Researcher – this research study would help future

researcher to be knowledgeable and aware of school

leadership. The result of the study is also served as their

reference will give them a background to learn and do

actions on the impact of school leadership of the Academic

Achievements of among Junior and Senior High School student

of ICST; S.Y. 2023-2024.

1.5 DEFINITION OF TERMS

School Leadership – is the process of enlisting and guiding

the talents and energies of teachers, pupils and parents

towards achieving common educational aims.

21st Century Learners – is focused on authenticity in the

learning environment and is adept at incorporating a variety

of skills including critical thinking, problem solving and

collaborative work.

21st Century School Leaders – enthusiastically face the

challenging task of preparing young minds for the future,

and they think strategically about the goals and systems

that will support this task.

Student Achievement – is the measurement of the amount of

academic content a student learns in a given time frame.

Each instruction level has specific standards or goals that

educators must teach to their students.

Leadership – in its simplest form, leadership is influencing

other people who can influence people to follow them has

leadership qualities.

Student Leaders – is the student in the position to the

influence, motivate, and guide others toward achievement of

a goal.
Decision – Making – is the process of making choices by

identifying a decision, gathering information, and assessing

alternative resolutions.

Worldwide – it is involving the entire earth; not limited in

provincial in scope.

Local – it is a person who lives in the particular small

area you talking about: if your lost and need directions,

just ask one of the local.

Students – a person formally engaged in learning, esp. one

enrolled in a school or college.

1.6 THEORETICAL FRAMEWORK

According to Koh, Steers, & Terborg (1995), the model

of Path from Leadership to Teacher Commitment is

transformational leadership was chosen for this study

because it is compatible with broadly based trends of

teacher empowerment, multiple stake-holder participation in

school decisions, and reduced support for top-down changed

theories. In addition, substantial evidence exists that

transformational leadership is a stronger predictor of

teacher beliefs and practices that transactional leadership.

Based on Bass and Avolio (1994), often measured as a global

trait, transformational leadership is a multidimensional

construct that involves three clusters: charisma

(identifying and sustaining a vision of the organization),

intellectual stimulation of members, and individual

consideration. Transformational leadership enhances an

organization by raising the values of members, motivating

them to go beyond well-interest to embrace organizational

goals, and redefining their needs to align with

organizational preferences.

According to Bandura (1997), the model of path from

transformational leadership to collective teacher efficacy.

In the study conducted to Bandura, in social cognitive

theory, beliefs about personal agency form the foundation of

action. Self-efficacy is the beliefs “In one’s capabilities

to organize and execute the courses of action required to

produce given attainments”. Bandura on 2000, self-efficacy

affects behaviors directly by impacting goals, outcome

expectation, effective states, and perception of socio-

structural impediments and opportunities. In addition,

according Goddard, Hoy, & Hoy (2000), individuals who feel

that they will be successful are the given task are more

likely to be so because they adopt challenging goals, try

harder to active them, persist despite setbacks, and develop

coping mechanisms for managing their emotional states.

Collective teacher efficacy is a specific form of self-

efficacy in which the targets of the beliefs is the

organization to which the individual belongs, i.e., “The

perceptions of teacher in a school that the efforts of the

faculty as a whole will have a positive effect on students”.

Based on Evidence Review in Ross (1998), the model of

Path from Collective Efficacy to Commitment is the

relationship among teacher efficacy and various dimensions

of teacher commitment have been amply demonstrated at the

individual level. Fewer students have examined the path at

the collective level. However, Goddard (2002) found the

collective teacher efficacy was associated with teacher

influence over school decisions, Somech and Drach-Zahavy

(2000) found that collective teacher efficacy influence

teacher’s willingness to assist each other. Furthermore, Jex

and Bliesse (1999) found that collective efficacy

contributed to higher commitment in a military setting.

The Model of Path from Leadership to Teacher

Commitment, the Model of Path from Transformational

Leadership to Collective Teacher Efficacy and the last one

is the Model of Path from Collective Teacher Efficacy to

Commitment are all the same. These theories are related to

each other. All these theories have a connection with my

chosen topic. Because these theories refer to leadership.

Through these theories we can find out what exactly

leadership is, what affect it can have on our Academic

Achievement.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDY

This study deals with literature and studies of both

local and foreign that the researchers consider relevant to

the present day.

FOREIGN LITERATURE

In the study conducted to Journal of International

Business Research and Marketing (2018), each leadership

style is unique regarding their cooperation and

communication, motivation, objective setting and decision

making. Based ion the review of the literature, the study

provides a literature review which consists of

transformational, transactional and laissez-faire

leadership. The influence of various types of leadership

styles is analyzed for role conflict and role ambiguity. The

review is meant to analyze the influence of styles and

characteristics of transformational, transactional and

laissez-faire type of leadership in resolving role ambiguity

and role conflict to increase job performance.

The review of the literature can be good evidence to

claim that the field of leadership is quite diverse and

there are many unexplored areas of leadership that can be

critical to the success of the organizations. Moreover, the

future research can take into consideration various

leadership theories and identify their influence to overcome

role stressors. One of the important theories of the

leadership is trait theory. Based on the trait theory, the

future research can consider the importance specific

leadership characteristics which can improve the job

performance and cooperation.

According to Alvaro choi et al., {2017}, leadership may

play a key role in improving educational process and,

potential in Leadership student academic achievement.

Therefore, determining the impact of the role played by

school leader on student academic achievement poses a

challenge.

It shows that being committed in any kind of leadership

training can improve the student’s potential in Enhancing

their academic achievement. student will again self-

confidence because of possessing different challenge. It can

also affect the performance of the students in terms of

academic that the student absorbed during and after

leadership training.

According to Eyles et al., (2020), they mentioned that

missed school time can have a negative impact on children’s

educational outcomes and future well-being. Many schools

have provided purely online lesson to their students in

order to mitigate the negative impact of physical closure.

The evaluation of the effectiveness of distance education

delivery for students’ academic outcomes is critical

especially during a severe pandemic like COVID-19.

Based on PsyArXiv (2021), stated that the growing

number of studies seek to evaluate to impact of school

closures during the ongoing COVID-19 pandemic. While most

studies reported severe learning losses in student, some

studies found positive effect of school closures on academic

performance.

In addition, (Sintema,2020) commented that student’s

academic performance is likely to drop on classes held for

both end-of-year and internal exams due to reduced student

communication time and lack of consultation with teacher

when learning/comprehension difficulties arise.

 Students may face some concerns and problem, such a

limited internet connectivity or signal disruption due to

poor signals. Some students may face difficulties at home,

such as disruption from family members, which can lead to

poor academic performance.

LOCAL LITERATURE

According to Fischetti (2021), today’s youth leaders

are well-versed in the difficulties affecting the world, and

they are increasingly concerned with finding long-term

solutions to these social, political, and environmental

problems. In addition to Rojas (2020), compared to seasoned

colleagues, they are more inclined to embrace change, are

skilled at encouraging people, are more likely to criticize

how things are done and push for improvements, and are not

hesitant to take on difficulties. Moreover, they are

demanding change, such as the urgency of climate change for

some youth leaders and problem for some youth leaders and

the problem of gun violence for others (Moran, 2019).

Therefore, Ramey et al., (2020) they considered the Youth

Leaders are bringing awareness to societal concerns and

generating headlines along the way, from truth and

reconciliation to inclusion and diversity, mental health,

and more.

According to Akhan Sasano (2018), each person has an

individual profile of characteristics, abilities and

challenges that result from pre-disposition learning

development. These manifest as individual differences in

intelligence, creative, cognitive style, motivation and the

capacity to process information communicate, and relate to

others.

Based on LPU Laguna (2015), a student leader is

typically defined as a student who serves as leader to his

co-students and shows good sense of responsibility in his/er

academic, this mentioned the difference between a student

academic and a student leader.

In the study conducted to Alegria Garcia (2017), there

are several factors affecting the student academic

performance. Some are home school, teacher, and student

factor. The teacher qualities and capabilities also affect

the performance of their student in their studies. Some of

the attributes of the teacher like teaching experience,

teachers toward students, and teacher training can highly

affect the student’s perception on the study.

 According to Francis C. et al., (2022), successful

leaders do not have complicated perspectives on leadership.

They simply categorize it as an art, ability, and process.

It is an art because one is leading people with unique

personalities to perform organizational tasks. It is an

ability since one is faced with various challenges from

different sources. It is a process because one never stops

learning. As long as people continue to grow and society

continues to change, it is inevitable that a leader will

evolve with the organization and the society where they

belong.

In understanding leadership, to describe its underlying

concepts and principles is not enough. Due to the changing

dynamics of organizations, one has to analyze in depth the

interactions of these concepts and principles to show how

and why they interact as they do.

Despite studies conducted about leadership, researchers

still get caught out by the following questions. What are

all of these leadership theories and research good for? And

how do we really go about the job of leading, particularly

in exercising influence that can be used to enhance

organizational performance. These have surfaced in the

context of a number of leaders identified and awarded in

their fields, yet society, in general, is still waiting for

genuine leaders who will make a difference and bring the

country to a state of progress and development that every

Filipino aspires to and deserves.

FOREIGN STUDY

According to Journal of International Education and

Leadership (2016), While leadership styles have been

extensively examined, cultural biases implicit within

research methodologies often preclude application of results

in foreign contexts. To more holistically comprehend the

impact of culture on leadership, belief systems were

empirically correlated to both transactional and

transformational tendencies in public schools from 38

different countries. Results revealed that desires to obey

authority and tradition are strongly correlated to both

leadership styles. These values may clarify expectations,

thereby facilitating effective leadership and organizational

behaviors on a global scale. Respect for others, a desire to

work for social good, and a need to act both independently

and creatively were significantly related to the

transformational approach. These values indicate that an

individualistic and egalitarian self-concept fosters

transformational behaviors. Finally, lack of gender

egalitarianism and emphasis on monetary gain predicted the

presence of transactional strategies, suggesting that clear

role differentiation is required to successfully utilize

rewards and punishments. Collectively, study of cultural

beliefs yielded new insights for the enhancement of

educational leadership, training, and evaluation.

Based on Qiang Wang et al., (2022), The situational

empowerment perspective emphasizes the practice of

empowerment in organizational situations and defines

empowering leadership as a series of management practices

that empower subordinates. The psychological empowerment

perspective emphasizes the psychological experience of

empowerment and defines it as a motivational tool to

eliminate employees’ internal feelings of disempowerment by

raising their level of motive. And the integration of

situational perspective and psychological perspective

emphasizes the leaders’ behavior toward power sharing and

employees’ perceptions of empowerment, illustrating the

process of achieving power sharing between leaders and

employees.

In addition to Zou et al., (2020), empowering leaders

have a certain degree of positivity when they delegate their

power, but they also tend to make employees feel that the
leader is not willing to manage, which reduces the

effectiveness of leadership. However, the participative

leaders only share decision-making power with subordinates,

retaining the authority and responsibility for leadership

work and effectively avoiding employees’ perceptions of

laissez-faire management. Thus, participative leadership is

unique in that it not only achieves performance goals but

also reduces the corresponding negative impacts.

In the study conducted to Li et al., (2018); Lonati,

(2020), directive leadership is about providing specific

instructions to employees and clarifying policies, rules and

procedures designed to organize the work of subordinates by

providing obvious instructions and expectations regarding

compliance with instructions.

According to Lam et al., (2015), Consequently, social

messages such as clear work objectives, specific work

procedures and supervision by organizational leaders create

a sense of rules and responsibility among subordinates, but

undermine employee creativity. Participative leaders,

however, actively engage in interpersonal interaction with

their employees in order to make decisions together. And,

participative leadership, characterized by autonomy,

collaboration and openness, encourages the employees to work

innovatively by providing creative ideas and solutions that

lead to the best decisions.

Among the pragmatic studies, there was considerable

variation in participants (e.g., deans, vice chancellors,

etc.), whereas in the Latin American cases they referred

more to senior leaders (e.g., rectors) or did not

differentiate between leadership levels.

Franken et al. (2015) discussed middle level leadership

in Australian universities, while Hempsall’s (2014) study

included institutions in Australia, U.K., and the U.S. These

studies showed the need for distributed and transformational

leadership, and emphasized the importance of relationship-

building skills and the capacity to build trust. Vilkinas

and Ladyshewsky’s Australian study about academic directors

(middle level leaders) identified: knowledge and experience

of the program and discipline, marketingskills,

interpersonal and communication skills, and the ability to

influence others (persuasiveness) as important to leadership

performance.

Morris and Laipple’s (2015) American study established

that leaders (e.g., academic deans, directors, associate

deans, and department chairs) who had taken courses in

business administration, human resources, and leadership,

felt more prepared than those who had not. The skills they

identified as important were: the ability to set clear

expectations, consistency, and proactivity, meeting

commitments (reliability), and having a focus on critical

activities (prioritization). Moreover, Cleverley-Thompson

(2016) examined the self-reported entrepreneurial

orientations of American academic deans, and highlighted

team-building and proactivity as very important. Similarly,

in Sweden, Söderhjelm et al. (2018) iterated the importance

of team-building at the departmental level and described a

group training intervention as academic leadership.

In seeking to clarify key leadership skills, we also

found research from non-western contexts such as India,

Indonesia, and Saudi Arabia (Alghamdi et al., 2016;

Choudhary & Paharia, 2018; Jooste & Frantz, 2017). In the

Saudi context, Alghamdi et al.’s (2016) study established

key skills as: personal and interpersonal capabilities,

self-organization, flexibility and responsiveness, strategy,

diagnosis, and empathy. In India and South Africa, the

importance of teamwork, decision-making, adaptability to

change, visioning, communication, and contextual

understanding were highlighted (Jooste & Frantz, 2017; Ngo

et al., 2014). Ngo et al. (2014)

emphasized value-based leadership approaches, such as

consultation, consensual goal-setting, team leadership, and

trust-building, as important for Indonesian deans. In the

Latin American literature, leadership skills were largely

those of the rectors. Ganga et al.’s (2018) study of Ibero–

American universities (a survey of 800 leaders (1) rectors,

vice-chancellors, provosts, and (2) career or program

managers) identified the importance of effective leadership

in achievement of institutional objectives. They highlighted

the importance of team-building, cognitive flexibility and

openness to the team’s suggestions, navigating competing

interests (fairness), and being trustworthy. Likewise,

Fabela-Cárdenas and Garcia-Treviño’s (2014) Mexican study

presented a model of influential factors for educational

quality. They highlighted cognitive capacities such as

analysis, problem-solving, and fiscal entrepreneurship, as

well as relational abilities such as capacity building of

others and networking with industry partners. Similar to

Ganga et al., (2018), Fabela-Cárdenas et al. (2014) found

that the power and influence of rectors was important, but

these were not considered the most relevant. Indeed,

faculty/school management, curriculum design,

infrastructure, and the teaching and learning strategic plan

were predominant for success. On the other hand, Torres and

Torres’ (2015) Mexican study identified that mechanistic (or

bureaucratic) management (over controlling management) was

detrimental to teacher development and highlighted the

importance of shared leadership and collaboration.

LOCAL STUDY

In the study conducted to Bacones, N. et al., (2023)

leadership is a characteristic that plays a key role in

today’s organizations. Moreover, Baker (2022) describes that

leadership initiates, encourages, and sets an example for

individuals to achieve positive changes in society.

Furthermore, Daft (2022) also describes that leadership

involves individuals working together, exerting influence,

effecting change, having a common goal, and accepting

personal accountability for the results. For an organization

to be effective and efficient, good leadership is necessary.

Abelha et al., (2018) argued that the styles of

leadership used by an organization can have a big impact on

how committed its personnel are to its goals. The studies

(Nguyen et al., 2019; Yang & Kim, 2018), supported the

claims that the interaction between a leader and an employee

has a vital effect on the workplace. In the government,

leadership has been impacted by the changing dynamics of

modern society and has been influenced by new challenges.

Local government officials base their decisions on the

community’s suggestions for financial matters as well as

other elements like legislative authority (Wren, 2018) .

Understanding how leadership style affects employees’

efforts in this environment is especially important given

these crucial functions.

According to Wren (2018), leadership is one of the most

commonly researched topics, however, studies regarding

leadership and work behavior within government institutions

are very limited. In additionally to Yan et al., (2019);

Abdullah et al., (2021); Msila (2022), the existing

literature about employees’ awareness of leadership within

government institutions has been limited in the Philippines

but found in locations such as Africa, China, Malaysia, and

Pakistan. In the study conducted to Fleischman et al.,

(2017), researchers have also noted that this topic has not

been extensively studied and is not related to the

accounting system. However, Rosenthal (2021) understanding

how leadership affects the accounting department is crucial

because it produces and disseminates monetary and financial

information that has a significant impact. Moreover, there

is a need to investigate the role of leaders within the

public sector given the crucial roles that they play in

order to comprehend how employees perceive how a leader’s

style affects them.

Based on Islam et al., (2018), stated that autocratic

leaders make all their own decisions and then impose them on

their subordinates without consulting them. In agreeance,

Chukwusa (2018) stated that absolute, authoritarian control

over employees is a hallmark of autocratic leadership. Based

on a previous study conducted by Wang, Liu, & Liu (2019) in

Chinese electronic enterprises, autocratic leadership has

been linked negatively to behavior related to the workplace,

work fulfillment, team identification, personnel

innovativeness (Guo, Babalola, Decoster, De Schutter, Garba,

& Riisla, 2018) , and organizational commitment (Chen,

Davison, Mao, & Wang, 2018) . This kind of leadership has a

negative correlation to work behavior because employees have

low levels of trust in their superiors, work-related self-

esteem, and inspiration to expand efficiency (Shen, Chou, &

Schaubroeck, 2019).

SYNTHESIS

Through these studies, we can determine all the things

that can happen in a leadership. Here in the studies that

happened, you will know the importance of leadership. Here

you will also find out how important it is to the Academic

Achievement of Junior and Senior High School students. It

cannot be denied that the impact and effect of leadership on

students has been properly explained. Because of this, what

leadership really is has been clarified.

CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE DEPENDENT VARIABLE

What are the What are the

problems of school positive impact of

leadership among school leadership on

the Junior and the Academic

Senior High School Achievement among

student leaders of the Junior and

ICST; S.Y. 2023- Senior High School

2024? student leaders of

ICST; S.Y. 2023-

a. Staff turnover
2024?
b. Budget cuts
 c. Student

Figure 1. The relationship between these two variables is,

they both have something to do with school leadership. Here

you will find the answers to the questions. Here in this

Conceptual Framework, we can determine the relationship

between Independent and Dependent Variables. In Independent,

it includes School Leadership and in Dependent, it includes

Academic Achievement. Where it is shown that Academic

Achievement among Junior and Senior High School student

leaders can have an Impact or be affected because of School

Leadership.