Surigao del Norte National High School

Peñaranda St., Surigao City

Exploring the role of school leadership in fostering a

positive school culture

A Research Proposal
Presented to
The Faculty of the Senior High School
SURIGAO DEL NORTE NATIONAL HIGH SCHOOL
Penaranda St., Surigao City

In Partial Fulfillment
of the Requirements for Senior High School
Practical Research 1

Antipasado, Yeoj Caelph

Aplaca, Richard Carlo
Bayon, Aaliyah C.
Caspe, Mark John J.
Consigna, Lieza Mae
Fariñaz, Lea May
Guarte, Riza
Lapiz, James Laurence M.
Nodalo, Maryjane
Paster, Renier A.
Serna, Kyle Gian B.

2025

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 Surigao del Norte National High School
Peñaranda St., Surigao City

TABLE OF CONTENTS

Page

TITLE i

APPROVAL SHEET ii

CERTIFICATE OF ORIGINALITY iii

ACKNOWLEDGMENT iv

TABLE OF CONTENTS vi

LIST OF TABLES AND FIGURES vii

CHAPTERS

1 THE PROBLEM AND ITS BACKGROUND

Statement of the Problem 1

Purpose of the Study 2

Hypothesis 3

Theoretical Framework 4

Philosophical Assumption 5

Scope and Limitation 6

Significance of the Study 7

Over view of the Research Design 8

Definition of Terms 9

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 Surigao del Norte National High School
Peñaranda St., Surigao City

CHAPTER 1

Introduction

In today’s educational landscape, the role of school leadership in fostering a positive

school culture has gained significant recognition and importance. School leaders have the

unique opportunity to shape the overall environment and atmosphere of a school, creating a

nurturing and inclusive space where students, teachers, and staff can thrive. A positive school

culture is characterized by a sense of belonging, respect, collaboration, and shared values. It

sets the foundation for academic achievement, social-emotional development, and overall

well-being. School leaders play a pivotal role in cultivating and sustaining this culture, as

they have the power to influence the attitudes, behaviors, and interactions within the school

community.

In this exploration, we will delve into the various ways in which school leadership

contributes to fostering a positive school culture. We will examine the strategies, practices,

and principles that effective school leaders employ to create an environment where everyone

feels valued, supported, and motivated to reach their full potential. By understanding the

critical role of school leadership in shaping school culture, we can gain insights into how to

cultivate an environment that promotes academic excellence, emotional well-being, and

positive relationships. Together, let us embark on this journey to explore the transformative

power of school leadership in fostering a positive school culture.

Furthermore, school leaders play a key role in establishing clear expectations and

goals for the school. They develop a shared vision that aligns with the values and needs of the
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 Surigao del Norte National High School
Peñaranda St., Surigao City
community. This vision serves as a guiding force, providing a sense of purpose and direction

for all stakeholders. School leaders also foster a positive school culture by promoting

professional growth and development among teachers and staff. They provide opportunities

for continuous learning, encourage collaboration, and recognize and celebrate achievements.

By investing in the growth of their team, leaders empower them to excel and contribute to the

overall positive culture of the school.

In addition, effective school leaders prioritize student well-being and engagement.

They create a safe and nurturing environment where students feel supported and motivated to

learn. They implement strategies to address social-emotional needs, promote positive

behaviors, and prevent bullying or discrimination. By fostering a positive school culture,

leaders enhance student engagement, academic achievement, and overall well-being.

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 Surigao del Norte National High School
Peñaranda St., Surigao City

STATEMENT OF THE PROBLEM

Leadership in fostering a positive school culture revolves

around the need to understand the specific challenges and

barriers that school leaders face in creating and sustaining a

positive school culture. While the importance of school

leadership in shaping the overall environment and atmosphere

of a school is widely recognized, there is a need to identify

the specific factors that hinder the successful implementation

of effective leadership practices.

Some of the key questions that arise include:

1. What are the common obstacles and challenges faced by

school leaders in fostering a positive school culture?

2. How do different leadership styles and approaches impact

the development of a positive school culture?

3. What are the specific strategies and practices that

school leaders can employ to overcome these challenges

and create a positive school culture?

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 Surigao del Norte National High School
Peñaranda St., Surigao City

4. How do external factors, such as community dynamics,

resource constraints, and policy frameworks, influence

the role of school leadership in fostering a positive

school culture?

5. What are the long-term effects and outcomes of effective

school leadership in creating and sustaining a positive

school culture?

By addressing these questions and identifying the underlying

problems, researchers and educators can develop targeted

interventions and recommendations to support school leaders in

their efforts to foster a positive school culture.

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 Surigao del Norte National High School
Peñaranda St., Surigao City

PURPOSE OF THE STUDY

The purpose of the study exploring the role of school

leadership in fostering a positive school culture is to gain a

deeper understanding of the impact and significance of

effective leadership practices on creating and sustaining a

positive school culture. The study aims to investigate the

specific strategies, approaches, and challenges faced by

school leaders in their efforts to cultivate a positive and

inclusive environment within educational institutions.

The primary objectives of this study are:

1. To examine the relationship between school leadership and

the development of a positive school culture.

2. To identify the key leadership practices and behaviors

those contribute to fostering a positive school culture.

3. To explore the challenges and barriers that school

leaders encounter in their efforts to create and sustain

a positive school culture.

4. To provide insights and recommendations for school

leaders, policymakers, and educational stakeholders on

effective strategies for fostering a positive school

culture through leadership.

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 Surigao del Norte National High School
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By achieving these objectives, the study aims to contribute to

the existing body of knowledge on school leadership and

provide practical guidance for school leaders in their pursuit

of creating a positive and nurturing educational environment.

Ultimately, the study seeks to enhance educational outcomes,

student well-being, and overall school success through

effective leadership practices.

HYPOTHESIS

School leaders who prioritize open communication,

collaboration, and inclusivity are more successful in

fostering a positive school culture.

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 Surigao del Norte National High School
Peñaranda St., Surigao City

THEORETICAL FRAMEWORK

INPUT PROCESS OUTPUT

1. Transformation
1. STUDENTS 1. Enhance the
al Leadership
2. TEACHERS communication
2. Social-
3. LEADERS skills.
Emotional
2. More open
Learning
minded towards
3. Organizational
people.
Culture
3. Process things
4. Distributed
according to the
position.
Leadership
Model

Figure: 1

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 Surigao del Norte National High School
Peñaranda St., Surigao City

Scope and Limitations

Fostering a positive school culture encompasses various

aspects related to leadership practices and their impact on

the overall school environment. It involves studying the

strategies, behaviors, and approaches employed by school

leaders to create and sustain a positive culture within

educational institutions.

The study may include the examination of different

leadership styles, such as transformational, instructional, or

distributed leadership, and their effectiveness in fostering a

positive school culture. It may also explore the role of

communication, collaboration, inclusivity, and shared vision

in shaping the school culture. However, it is important to

acknowledge the limitations of such a study. Some potential

limitations may include:

Generalizability: The findings of the study may be

specific to the context in which it was conducted and may not

be easily generalized to other educational settings or

cultural contexts.

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 Surigao del Norte National High School
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Subjectivity: The perception of a positive school culture

may vary among different stakeholders, including students,

teachers, parents, and administrators. The study may need to

consider multiple perspectives to capture a comprehensive

understanding of the school culture.

Causality: Establishing a causal relationship between

school leadership and a positive school culture can be

complex. Other factors, such as student demographics,

community dynamics, and external policies, may also influence

the school culture.

Data Collection: Gathering data on leadership practices

and school culture may involve self-report measures, which can

be subject to biases or social desirability effects. It is

important to consider multiple sources of data and employ

rigorous research methods to enhance the validity and

reliability of the findings.

Despite these limitations, exploring the role of school

leadership in fostering a positive school culture can provide

valuable insights and contribute to the ongoing efforts to

create nurturing and inclusive educational environments.

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 Surigao del Norte National High School
Peñaranda St., Surigao City

SIGNIFICANCE OF THE STUDY

The study exploring the role of school leadership in fostering

a positive school culture holds significant importance for

several stakeholders within the education system. The findings

of this study can have practical implications and contribute

to the improvement of educational practices and policies. Some

key significance of the study includes:

Enhancing Educational Leadership: The study can provide

valuable insights into the specific leadership practices and

behaviors that contribute to fostering a positive school

culture. This knowledge can help school leaders enhance their

leadership skills and develop effective strategies to create a

nurturing and inclusive environment within their schools.

Improving Student Outcomes: A positive school culture has

been linked to improved student outcomes, including academic

achievement, social-emotional development, and overall well-

being. By understanding the role of school leadership in

fostering a positive culture, educators and policymakers can

prioritize the implementation of effective leadership

practices to create an environment that supports student

success.

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 Surigao del Norte National High School
Peñaranda St., Surigao City
Teacher Satisfaction and Retention: A positive school

culture not only benefits students but also contributes to

teacher satisfaction and retention. When teachers work in a

supportive and collaborative environment, they are more likely

to be engaged, motivated, and committed to their profession.

The study can provide insights into how school leaders can

create a positive culture that promotes teacher well-being and

job satisfaction.

Community Engagement: A positive school culture extends

beyond the school walls and involves the engagement of

parents, families, and the broader community. By understanding

the role of school leadership in fostering a positive culture,

educators can collaborate with stakeholders to create a shared

vision and promote community involvement in supporting the

educational goals of the school.

Overall, the study exploring the role of school leadership in

fostering a positive school culture has the potential to make

a significant impact on educational practices, student

outcomes, teacher satisfaction, and community engagement. It

can contribute to the development of effective leadership

strategies and policies that create nurturing and inclusive

learning environments for all stakeholders involved in the

educational process.

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 Surigao del Norte National High School
Peñaranda St., Surigao City

OVER VIEW OF THE RESEARCH DESIGN

The research design for exploring the role of school

leadership in fostering a positive school culture typically

involves a combination of qualitative and quantitative methods

to gather comprehensive data and insights. The following is an

overview of the research design:

Research Approach: The study may adopt a mixed-methods

approach, combining qualitative and quantitative research

methods. This allows for a holistic understanding of the

topic, capturing both the subjective experiences and

perceptions of stakeholders, as well as measurable data.

Data Collection: The research design may involve multiple

data collection methods, including surveys, interviews,

observations, and document analysis. Surveys may be

administered to gather quantitative data on leadership

practices, school culture indicators, and perceptions of

stakeholders. Interviews and focus groups may be conducted to

gather qualitative data, allowing participants to share their

experiences, perspectives, and insights.

Sample Selection: The study may involve selecting a

diverse sample of participants, including school leaders,

teachers, students, parents, and other stakeholders. The

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 Surigao del Norte National High School
Peñaranda St., Surigao City
sample size and selection criteria will depend on the research

objectives and the context of the study.

Data Analysis: The collected data will be analyzed using

appropriate qualitative and quantitative analysis techniques.

Qualitative data may be analyzed using thematic analysis or

content analysis to identify common themes, patterns, and

perspectives. Quantitative data may be analyzed using

statistical methods to identify relationships, correlations,

and trends.

Ethical Considerations: The research design will adhere

to ethical guidelines, ensuring informed consent,

confidentiality, and privacy of participants. Ethical

considerations will also include obtaining necessary

permissions and approvals from relevant authorities.

Limitations: The research design will acknowledge the

limitations of the study, such as the potential for bias,

generalizability, and constraints in data collection.

By employing a comprehensive research design, this study aims

to provide a robust understanding of the role of school

leadership in fostering a positive school culture, offering

valuable insights for educational practitioners, policymakers,

and reseachers.

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