BRIDGING LEADERSHIP OF SCHOOL ADMINISTRATORS AND PERFORMANCE OF PEAC CERTIFIED SCHOOLS IN THE CALABARZON REGION: BASIS FOR AN ENHANCEMENT PROGRAM

The study investigated the bridging leadership of school heads and performance of the PEAC certified schools in the CALABARZON Region to develop an enhancement program. This descriptive research made use of the questionnaire as the main tool to gather data among 424 respondents randomly chosen from PEAC schools. Statistical tools used were percentage, mean, Mann Whitney U-Test, Kruskal Wallis H-Test, and Dunn Formula. Results revealed that the bridging leadership competencies of the school administrators of the PEAC certified schools in the CALABARZON Region was very good. Likewise, the performance of PEAC certified schools in the CALABARZON Region was rated very good. There was no significant difference on bridging leadership competencies of the school administrators of the PEAC certified schools when grouped according to profile except for highest educational attainment under coownership and topics of trainings which exhibited significant difference. The co-ownership aspect of bridging leadership focuses on co-participation and collaboration of stakeholders. In the bridging leadership process, stakeholders are expected to develop co-ownership of the bridging leadership premised on the value of stakeholders’ engagement using dialogue approach. The noted difference in the inferential statistics used was caused by the differences in educational attainment particularly those coming from Bachelor’s Degree and Doctorate Degreeholders. In essence, it can be assumed that they have different concepts of co-ownership since majority of them are non-school administrators. They might also have differing views of their role in the leadership spectrum as majority of them are classroom teachers. In terms of coownership, they are less engaged as compared to doctorate degree holders who can be presumed as seasoned administrators already. As to topics in leadership trainings, it could be surmised that other topics such as school-based management could impact ownership, coownership, and co-creation in addressing societal divides in schooling. In addition, there was no significant difference on the performance of school heads of the PEAC certified schools when grouped according to profile except for topics of trainings exclusive of Curriculum, Assessment, and Instruction which exhibited significant difference. They also sometimes encountered challenges on bridging leadership competencies of the school administrators of the PEAC certified schools.