Abstract
School leadership and stakeholder involvement have been the focus of educational reforms for the past twenty years. School leadership has become a unifying element of the school community. Likewise, stakeholder involvement has been regarded as an important mover of continuous improvement efforts. Hence, these two phenomena are inseparable. This quantitative study ascertained the level of performance of the school heads’ leadership functions and its relationship to the extent of stakeholders’ support to schools’ programs, projects, and activities. Using the descriptive correlational research design, this study utilized a researcher-made survey questionnaire and involved teachers, school heads, and barangay education committee. Results showed that the school heads exhibited an excellent performance of their instructional, administrative, and operational leadership functions. Likewise, results indicated that the stakeholders provided full support in planning, organizing, actuating, monitoring, and evaluating schools’ programs, projects, and activities. Moreover, a significant difference in the assessments of the three groups of respondents on the level of performance of school heads of leadership functions was found. A significant difference was also noted on the perceptions of the three groups of respondents on the extent of stakeholders’ support. Furthermore, there was a significant relationship between the level of performance of school heads’ leadership functions and the extent of stakeholders’ support based on the teachers’ and the school heads’ responses. However, a significant relationship was not established on the barangay education committee chairpersons’ responses. Based on the findings, it is recommended that school heads strengthen and sustain stakeholders’ support through a coalition convergence program and forge a long-lasting relationship with them.
