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Published in
Academic Frontiers
Empowering Leadership and Collaboration Culture in Selected Non-Sectarian Senior High Schools in the City of Dasmariñas, Cavite: Basis for an Intervention Program
Academic Frontiers, 2(9), 21-29, ISSN: 3082-4400, 2026.
Recommended Citation:
Pazon, P. J. A. (2026). Empowering Leadership and Collaboration Culture in Selected Non-Sectarian Senior High Schools in the City of Dasmariñas, Cavite: Basis for an Intervention Program. Academic Frontiers, 2(9), 21–29. https://doi.org/10.5281/zenodo.22843593
Author(s)
Pazon, Pee Jay A.
Abstract
This study examined the relationship between empowering leadership and a culture of collaboration in selected non-sectarian senior high schools in the City of Dasmariñas, Cavite. Using a descriptive-correlational research design, the researchers gathered data from 643 administrators, department heads, subject coordinators, and teachers through a validated survey questionnaire. The study assessed empowering leadership in terms of visionary and direction-setting, delegation and distributed decision-making, capacity building and professional growth, recognition and empowerment incentives, supportive resource allocation, and trust and psychological safety. It also evaluated collaboration culture through professional learning communities, interpersonal trust and collegiality, cross-functional coordination, shared decision-making and participation, communication practices and information flow, and collective responsibility for student learning. Findings showed that empowering leadership was evident, and a collaboration culture was highly evident among the participating schools. Respondents' assessments of empowering leadership differed significantly across groups. Moreover, a significant positive relationship existed between empowering leadership and collaboration culture, indicating that stronger leadership practices contribute to more effective collaboration within schools. Although some challenges were identified, particularly in collaboration opportunities, resource support, and professional learning communities, these were generally rated as moderately or least encountered. Based on the findings, the Competency Advancement Program on Empowering Leadership and Collaboration Culture (CAP-ELCC) was proposed and received high acceptability among respondents.
Keywords
Empowering Leadership, Collaboration Culture, School Leadership, Professional Learning Communities, Senior High Schools
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