Financial Literacy and School Leaders’ Self-Efficacy as Predictors of Contextual Leadership Among Private School Administrators: A Convergent Design

Contextual leadership is a leadership approach that highlights the importance of adapting leadership practices according to the unique contextual factors present in an educational institution. This study aimed to determine the influence of financial literacy and school leader self-efficacy on contextual leadership of school administrators in private Higher Education Institutions in Region XI. The researcher used adapted survey questionnaires and an in-depth interview guide to collect relevant data. Regression and thematic analysis were used to analyze the corresponding data gathered. In the quantitative phase, the findings revealed that the status of financial literacy was high, the school leaders’ self-efficacy was very high, and contextual leadership was very high. Further, the result of multiple regression analysis revealed that the independent variables, namely, financial literacy and school leader self-efficacy, were found to have a significant influence on contextual leadership. Meanwhile, in the qualitative phase, based on the lived experiences of school administrators regarding contextual leadership, five core ideas were formulated based on their responses: alignment with mission and vision, building relationships with teachers, inclusive and strategic decision-making, professional growth and development, and conflict resolution and mediation. Finally, the data integration of the salient findings of the quantitative and qualitative findings revealed similar results across the two data sets. These corroborated findings have shown that the nature of data integration between the quantitative and qualitative data resulted in merging-converging.