LEGACY LEADERSHIP OF PUBLIC SECONDARY SCHOOL HEADS AND ITS RELATIONSHIP TO SCHOOL EFFECTIVENESS AND PERFORMANCE

This study aimed to describe legacy leadership of the public secondary school heads and its relation to school effectiveness and performance. Furthermore, the study tried to investigate the profile of the respondents, their rank, years of experience as school heads, years of work experience in the current workplace, and the level of leadership of the school under the respondents’ administration. The study also aimed to assess the leadership of school heads of the performing public secondary schools in the Division of Quezon in terms of the five best practices of legacy leadership - holder of vision and values, creator of collaboration and innovation, influencer of inspiration and leadership, advocator of differences and community and as a calibrator of responsibility and accountability. In addition, the study sought the performance of the respective schools of the school head respondents in terms of SBM Level of practice through access, quality, efficiency, governance, leadership, curriculum and learning, accountability, and resource management. The study’s two primary objectives were to find out whether or not there is a relationship between the legacy leadership among the school heads and their school’s effectiveness and performance, and to determine how legacy leadership of school heads influences the overall effectiveness and performance of their respective schools. Using exploratory and correlative research design, the study tried to meet its objectives by analyzing both the quantitative and qualitative data of the respondents. Two instruments were used in order to achieve the objectives – the legacy leadership of the school heads under five best practices, and the school-based management level of practice. It was revealed that 65 maturing schools out of 181 public secondary schools in a school division exhibited legacy leadership traits consistently and such best practices translated as influential to the school’s effectiveness and performance through the SBM level of practice, except for the school leadership category in the holder of vision and values, creator of collaboration and influencer of inspiration.