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Learning-Centered Leadership Practices: Its Influence to Teachers’ Professional Development

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  • Rocelyn V. Cereno

    (Mabini Colleges, Incorporated, Daet, Camarines Norte)

Abstract

This study aims to explore the relationship between school heads’ learning-centered leadership practices and teachers’ professional development in Vinzons District. The respondents consisted of 186 teachers and 8 school heads from public secondary schools, selected through stratified random sampling. Using a descriptive-correlational design, the research focused on three leadership dimensions: vision for learning, instructional programs, and social advocacy. The findings reveal that school heads effectively practice these leadership dimensions, as evidenced by weighted means of 4.21 for both Vision for Learning and Instructional Programs, and 4.23 for Social Advocacy, all interpreted as “Always Practiced.†Pearson’s correlation analysis indicated significant positive relationships between leadership practices and teacher professional development, with the strongest correlation observed in instructional programs (r = 0.673, p

Suggested Citation

  • Rocelyn V. Cereno, 2025. "Learning-Centered Leadership Practices: Its Influence to Teachers’ Professional Development," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(2), pages 1778-1786, February.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:2:p:1778-1786
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