School Leadership Environment: Its Influence on Learning Habits

Abstract

The study investigates the influence of the school leadership climate on students' learning practices among the learners of the Cawayan East District, Masbate, Philippines.  The study examines seven leadership variables: school culture, support resources, professional development, supported guidance, parent involvement, self-regulation, and monitoring and feedback. With an explanatory sequential mixed methods approach, data were collected using structured questionnaires and interviews from 5 school heads, 50 teachers, 135 students, and 6 parents. Quantitative analysis of the data revealed the students exhibit strong learning habits such as active participation in class and learning with digital technology supported by very high mean scores of (4.6 and 4.4) but learning habits as lesser prioritized as supported by high mean scores of (3.8 and 3.6) demonstrate consistent time management and task completion. Correlational analysis revealed relationships between school culture and resource support with -0.27 and between school culture and learning habits with a coefficient of -0.38 in different degrees and directions, the strongest finding being the positive impact of resource support on learning habits. Apart from this, parents have an important role to play in the child's learning and development, encouraging self-motivation and discipline, particularly in handling distractions such as mobile phones. Thematic analysis verified that the influence of learner responsibility and motivation hinges on school leadership and stakeholder support. As a research output, it is advisable to provide a multi-level intervention model to establish learning habits via leadership enhancement, structured academic assistance, and extended home-school collaboration. The results verify that school leadership plays an essential role in creating a well-disciplined, resourceful, and motivating learning environment.