Educational Leadership Practice Theory in the School System

Abstract

The paper navigates to explore the educational leadership practice theory in the school system in the area of school approach, performance of students, classroom management and learning, disruptive behavior of students, and innovation of teaching. Likewise, it identifies the extent of leadership practice affecting the approach to the school system among the respondents. The research employs descriptive quantitative research design as this research enables to describe the educational phenomena and method of the study and circumstances. On the other hand, purposive sampling is utilized in the study because it is subjective based on the needs of the study which is selective and judgmental. The study comprised Forty Five (45) respondents only. Results show that school approach theory among the respondents sustains approach and development in the school system, practices, and spectrum to allow individuals to thrive for progress and success, show that academic performance and learning process based on motivation provided by teachers as part of the school system and practices show that classroom management and learning theory are preparing students for the challenges and skills in effective practice of learning since teaching and learning process is in accordance with the mandate policy of the school, show that disruptive behavior of students theory are being guarded considering student situation as teenagers where they can discover and explore experiences, show that innovation in teaching theory demonstrates innovation in teaching that is conducive to learning characteristics of student engagement in a diverse practice classroom setting, and show that the extent level of leadership practices affecting the approach to the school system among the respondents provides evidence on self-management, guidance, management people, driving results, sustainability, and responsibility in educational leadership and practices.