Guiding Lights of Literacy: The Role of Leadership and Policy in Educational Journey Among Elementary Schools of Benguet
DOI:
https://doi.org/10.11594/ijmaber.07.10.29Keywords:
Literacy, Management practices, Policy implementation, Strategies, Transformational leadershipAbstract
This study investigates the role of leadership and policy in sustaining literacy excellence among elementary schools in Benguet Province, Philippines. Literacy is recognized as a cornerstone of lifelong learning, equity, and national development, yet challenges remain in translating national policies into effective school-level practices. Guided by Transformational Leadership Theory and Policy Enactment Theory, the research employed a descriptive-comparative design with 333 respondents composed of teachers and school heads from public elementary schools. Data were gathered through structured survey questionnaires describing demographic profiles, leadership strategies, educational policies, management practices, and collaboration across groups. Findings revealed that transformational, instructional, participative, situational, and cultural-relational leadership strategies contributed to Benguet's high literacy rates. Educational policies and management practices, particularly strategic planning and resource management, supported literacy development and sustainability. Comparative analysis showed significant differences in perceptions of policy support, management practices, and collaboration, highlighting the importance of leadership style and contextual realities in shaping literacy outcomes. Sustained literacy achievement requires synergy among leadership, policy, and collaboration, offering evidence-based strategies for fostering equitable and high-quality literacy instruction across diverse educational contexts.
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