Abstract
The primary goal of the public education reforms and restructuring movement is to improve school performance. This study investigated the implications of school culture on leadership practices and school effectiveness. The study’s participants were the school heads and teachers of the public secondary schools in Bohol Division, who were selected using the simple random sampling technique. The study employed the quantitative research design using a descriptive survey questionnaire and a causal research approach to measure the relationships of school culture, leadership practices, and school effectiveness. Moreover, the school effectiveness was taken from the performance indicators: dropout rate, failure rate, and promotion rate during the school year 2017-2018. Using the SPSS, the findings revealed that leadership practices have a significant and positive relationship on school culture. This denotes that collaborative leadership influences a strong school culture. However, there is no significant relationship between school culture and effectiveness in terms of dropout rate, failure rate, and promotion rate. Likewise, results indicated that school effectiveness is not significantly related to leadership practices. This infers that school culture and leadership practices have no significant effects on school effectiveness. It denotes that school effectiveness is not directly affected by the school culture and leadership practices. It is concluded that it is tough to trace the linkages between collaborative school culture and school effectiveness. The assertion that collaborative school culture makes a difference in student performance is supported by theory and experience, however less clear to the researcher on how specifically or precisely in what ways that a school culture affects how a school ought to be effective. It is tough to differentiate exactly how leadership styles relate to school effectiveness, although generally, positive and strong leadership is mediated entirely by the leadership skills and abilities of school heads. Furthermore, creating a school culture is the responsibility of the school head. Thus, the school head can positively or negatively affects the school culture.
