Abstract
The study aimed to assess the impact of ethical leadership on strategic planning skills among educational leaders in select schools in Caloocan, to inform framework development. The study employed a descriptive correlational research design to investigate the significant relationship between the extent of ethical leadership and the level of strategic planning skills among educational leaders. Moreover, the researcher utilized the selected public schools' teachers and school leaders to assess the extent of ethical leadership and the level of strategic planning skills of educational leaders. The study used one hundred fifty (150) teacher respondents and fifty (50) school leader respondents using the purposive sampling technique. A total of two hundred (200) respondents. The findings revealed that educational leaders demonstrated high ethical standards in strategic planning skills, including accountability and responsibility, commitment to fairness and equity, integrity and honesty in decision-making, adherence to ethical standards and policies, and transparency in communication and processes. School heads and teachers have dramatically different perspectives on the evaluation of ethical leadership on the strategic planning skills of educational leaders. Visioning and goal setting, strategic formulation and development, resource mobilization and allocation, implementation and monitoring, and evaluation and feedback integration are all examples of where educational leaders are excellent in their strategic planning skills. There is a substantial variation in the judgment of strategic planning skills by school heads and teachers in terms of visioning and goal setting, strategic formulation and development, resource mobilization and allocation, implementation and monitoring, and evaluation and feedback integration. A notable correlation exists between ethical leadership and the level of strategic planning skills of educational leaders. The ethical leadership of school leaders greatly impacts their strategic planning skills in terms of visioning and goal setting. As an outcome of the findings and the conclusions, the following recommendations were enumerated: School leaders may lead by example by demonstrating integrity, fairness, and responsibility in all decision-making processes. School leaders may regularly participate in professional development sessions on ethics and leadership to reinforce ethical standards. Teachers may actively participate in school-wide initiatives aimed at promoting ethical leadership and strategic planning. Teachers may promote respectful interactions among students and colleagues to uphold ethical standards.
