THE MEDIATING EFFECT OF SHARED PERSONAL PRACTICE ON THE RELATIONSHIP BETWEEN 21ST-CENTURY LEADERSHIP SKILLS OF SCHOOL HEADS AND TEACHER ENGAGEMENT

Abstract

The primary purpose of this study was to find out the mediating effect of shared personal practice on the relationship between 21st-century leadership skills of administrators and teacher engagement. The study employed a quantitative, non-experimental design using the correlational technique. The respondents were the school heads of the Compostela Valley Division. Mean, Pearson-r, and Regression Analysis were used to determine the study's findings. Moreover, adapted survey questionnaires were used for shared personal practice, 21st-century leadership skills of administrators, and teacher engagement. The results showed that the level of 21st-century leadership skills of administrators is very high, the level of teacher engagement was very high, and shared personal practice was very high. Meanwhile, there is a significant relationship between levels of shared personal practice and teacher engagement, 21st-century school leadership skills and teacher engagement, and levels of school leadership and teacher engagement. Further, the study found that shared personal practices and teacher engagement revealed a positive mediating effect, as indicated in its probability value, while the correlation between school leadership skills and teacher engagement revealed a very close fit, as shown in its probability value.