School Heads’ Collaborative Leadership, Teachers’ Performance and Pupils’ Academic Outcomes

The study sought to determine the influence of collaborative leadership practices of the school heads to teachers’ teaching performance and pupils’ academic achievements. Descriptive-correlational research method was utilized and the Statistical tools used in the study were mean, standard deviation, frequency count, and percentages to analyze the extent of the collaborative leadership practices in terms of shared school governance, collaborative decision-making, and stakeholders’ participation; teachers’ teaching performance; and pupils’ academic achievement. Pearson-Product Moment Correlation was utilized to ascertain the significant relationship between the level of teachers’ teaching performance and the extent of collaborative leadership of school heads and the significant relationship between teachers’ teaching performance and pupils’ academic achievement. Findings revealed that collaborative leadership in terms of shared school governance, collaborative decision-making, and stakeholders’ participation were practiced to the “Very High Extent” while majority of the teachers that is 60% had a “Very Satisfactory” teaching performance and majority of the pupils that is 57% had a “Very Satisfactory” academic achievements. Subsequently, it was also found out in the Statistical Treatment of data that collaborative leadership of school heads in terms of shared school governance, collaborative decision-making, and stakeholders’ participation were “Significantly Correlated” or had “Significant Relationship” to teachers’ teaching performance while teachers’ teaching performance had “Significant Correlation” to pupils’ academic achievements. As a summary, it was recommended that school heads must continue to practice the collaborative leadership to stimulate teachers improve teachers’ teaching effectiveness and pupils to develop their academic achievements.