Date of Publication

4-2025

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Educational Leadership and Management

Subject Categories

Elementary and Middle and Secondary Education Administration

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Advisor

Ma. Lourdes F. Melegrito

Defense Panel Chair

Teresa P. Yasa

Defense Panel Member

Ma. Cristina F. Bate
Voltaire Mallari Mistades

Abstract/Summary

ABSTRACT

In response to the limited local literature on instructional leadership and school culture, this study aimed to develop a framework for positive school culture based on instructional leadership dimensions. Using a qualitative approach, data were gathered from semi-structured interviews with principals, focus group discussions with students and teachers, and document analysis from science high schools in Metro Manila. The data were analyzed using Yin’s multiple case study approach to extract recurring themes

Key findings revealed that principals view positive school culture as rooted in supportive and engaging learning environments. In defining the school mission, the school’s motto and values play a vital role. Additionally, in managing the instructional program, the findings highlight the importance of improving instructional strategies through collaboration and proactive management, and monitoring of student progress. Also, a significant part of the results came from developing a positive school learning climate. All schools exhibited common themes, such as providing teacher and student rewards based on performance and professional development, and maintaining visibility in different areas of the school.

Furthermore, a unique theme that emerged was the proactive conflict management process through preparation, clear policies, and mediation to ensure a supportive and orderly environment. Subsequently, with regard to principals’ personal characteristics—specifically gender, training, and experience—the overarching theme is equal opportunity based on the principal’s training and personal values.

Based on these findings, it is recommended that principals align their view of school culture through communication and socialization. Also, school mottos may be integrated through programs and teaching practices to reinforce the school’s vision. Furthermore, communication strategies such as Learning Action Cells can be used to enhance the quality of instruction. Moreover, establishing formal communication channels can improve stakeholder engagement while still recognizing the contributions of teachers and students. Lastly, promoting diversity and inclusion and effectively communicating grievances are essential in maintaining a positive and supportive learning environment.


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Keywords: school culture, instructional leadership, positive school culture framework

Abstract Format

html

Language

English

Format

Electronic

Keywords

Educational anthropology; Educational leadership—Philippines

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Embargo Period

4-22-2026

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Available for download on Wednesday, April 22, 2026

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