Professional Development and Leadership Competence of School Heads in Urban and Rural Areas

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Soraya T. Faculo Divina M. Yango


This study determined the correlation between the influence of professional development on the leadership competence of school heads in urban and rural areas. One hundred twenty-five school head-respondents from Baguio City and Apayao represented the urban and rural schools. Descriptive research design using a mixed-method approach was used. Survey method using Dep-Ed’s competency-based standards for school heads was utilized for the quantitative and respondents’ lived experiences in attending professional development and its influence their leadership competence for the qualitative. Experiential learning and complexity leadership theory are reflected in the professional development experiences of respondents. The level of competence of urban school heads was found inadequate to allow them to fully perform their duties while secondary rural school heads are competent to handle their functions. There is a high, positive correlation between the level of leadership competence and the level of influence of professional development on the school heads’ competencies in rural and urban areas. School location is a significant factor in the influence of professional development of school heads, while school level is a significant factor in the level of competence of school heads.

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