EXPLORING SHARED GOVERNANCE IN EDUCATION: A STUDY OF COMPETENCIES AND PERCEPTIONS

Abstract

Effective school leadership plays a critical role in ensuring the quality of education, fostering teacher motivation, and improving institutional governance. This study assesses the leadership competence of school administrators in Mindanao, Philippines, focusing on three key domains: supervisory, organizational, and administrative competence. Using a descriptive-correlational research design, data were collected from school administrators and teachers through a validated survey questionnaire. Descriptive statistics (mean and standard deviation) were used to determine leadership competence levels, while independent t-tests were employed to analyze differences in perception between administrators and teachers. Findings revealed that school administrators generally rated themselves as highly competent across all leadership domains, particularly in organizational and administrative leadership. However, teachers reported lower satisfaction with mentorship, feedback mechanisms, and strategic decision-making, indicating perception gaps in leadership effectiveness. The study also identified a significant difference in resource management and supervisory leadership ratings, suggesting that teachers perceive limitations in administrator-led professional development and institutional planning. These results highlight the need for structured leadership development programs, enhanced feedback mechanisms, and participatory decision-making models to align administrator leadership practices with teacher expectations. The study recommends integrating teacher feedback into leadership evaluations, strengthening leadership training programs, and ensuring greater transparency in school governance. By addressing these challenges, school administrators can foster a more inclusive, transparent, and effective leadership framework, ultimately enhancing educational outcomes in Mindanao.