The School Administrators’ Leadership Styles on the Effectiveness of Brigada Eskwela Implementation

The leadership styles of school administrators play a pivotal role in the success of Brigada Eskwela, a community-based initiative aimed at improving school facilities through stakeholder collaboration. This study assessed the selected and identified secondary schools of District 8, Talisay Division. A descriptive-correlational research design was employed, and the researcher utilized an adapted survey questionnaire to gather the data. The study involved 52 teacher respondents. Percentage was used in the treatment of data in terms of background information; the weighted mean for the the school administrators' standard leadership skills, specifically delegation of school tasks, instructional supervision, and punishment and reward; and respondents’ experiences on their school administrators' leadership skills; on the other hand, the Pearson moment correlation r was used to test the significant relationship between the school administrators' level of practice of the following leadership styles as perceived by the teacher respondents and their evaluation on the implementation of Brigada Eskwela. The findings revealed that the leadership styles practiced by school administrators, specifically delegation, supervision, and motivation, were perceived by teacher respondents as highly commendable. In addition, the teacher respondents' evaluation of the implementation of Brigada Eskwela was also observed to the greatest extent. The study revealed that there is no significant relationship between school administrators’ leadership styles and the implementation of Brigada Eskwela as perceived by the teachers; therefore, the researchers failed to reject the null hypothesis. Thus, the researchers recommend applying the output of this study entitled “Strengthen the Future School Administrators' Implementation of Brigada Eskwela.