2025 IJRSE – Volume 14 Issue 9
Available Online: 20 May 2025
Author/s:
Rafanan, Sheila Marie G.
University of Eastern Philippines, Philippines (sheilamariersc@gmail.com)
Abstract:
The implementation of the K–12 curriculum has transformed the Philippine education system, creating a heightened demand for qualified and competent teachers. With extended years of basic education and updated learning standards, it is now more critical than ever to ensure that educators are well-prepared and continuously improving their teaching strategies. This study explored whether teachers’ instructional and personal-social competencies are influenced by their self-leadership strategies, specifically behavior-focused, natural reward, and constructive thought pattern strategies. Using a descriptive-correlational research design, data were collected from 95 teachers in private non-sectarian secondary schools in Northern Samar, all of whom are beneficiaries of the Government Assistance to Students and Teachers in Private Education (GASTPE), including ESC and TSS programs. The data, analyzed through Microsoft Excel and SPSS 16, showed that teachers demonstrated a high level of self-leadership across all three strategies. Pearson correlation analysis revealed significant relationships between self-leadership strategies and various competencies. Behavior-focused and natural reward strategies were associated with attributes like punctuality, judgment, integrity, and self-control, while constructive thought patterns primarily influenced punctuality. Self-leadership strategies were also significantly related to job satisfaction, particularly in role clarity and compensation, although factors like leadership and work environment showed no strong connection. Additionally, instructional competencies such as teaching, management, and guidance were linked to both self-leadership and organizational commitment, especially when driven by moral obligation. Organizational commitment showed strong ties to teaching and evaluation skills, though it had limited influence on planning. Personal and social traits like neatness, punctuality, and integrity were positively associated with commitment, particularly when driven by financial need or ethical responsibility. The findings highlight the importance of fostering self-leadership and organizational commitment to enhance teacher performance and satisfaction, while recognizing the role of external conditions in shaping teacher effectiveness.
Keywords: self-leadership, self-leadership strategies, teacher competence, job satisfaction, organizational commitment
DOI: https://doi.org/10.5861/ijrse.2025.25119
Cite this article:
Rafanan, S. M. G. (2025). Self-leadership strategies and competence among non-sectarian private secondary school teachers in Northern Samar. International Journal of Research Studies in Education, 14(9), 167-176. https://doi.org/10.5861/ijrse.2025.25119