2025 IJRSE – Volume 14 Issue 16
Available Online: 1 November 2025
Author/s:
Lorenzo, Ian Cris U.
Department of Education, Aritao I District, SDO Nueva Vizcaya, Philippines (iancris.lorenzo@deped.gov.ph)
Guyong, Fernando I.*
Nueva Vizcaya State University-Bambang Campus, Philippines (fernandoguyong067@gmail.com)
Abstract:
This study investigated the ambidextrous leadership practices of school heads and their relationship with teachers’ open-mindedness in Aritao I District, Nueva Vizcaya, during the academic year 2025–2026 utilizing quantitative research design employing descriptive-correlational method. A sample of 94 public elementary school teachers, representing a substantial proportion of the teaching force, was determined through Slovin’s formula and stratified random sampling to ensure fair representation. Ambidextrous leadership was assessed through two dimensions—exploration and exploitation—while teachers’ open-mindedness was examined across five dimensions: reflectiveness, adaptability to change, willingness to consider alternative perspectives, receptiveness to feedback, and respect for diverse opinions. Validated questionnaires were used as the primary research instrument, and data were analyzed using descriptive statistics, Pearson’s r, and the coefficient of determination at the 0.05 significance level. Results indicated that school heads generally displayed ambidextrous leadership at a good level, with exploration rated more favorably than exploitation. Teachers demonstrated a high level of open-mindedness, with adaptability to change emerging as the strongest attribute. Correlation analysis revealed significant positive relationships between ambidextrous leadership and teachers’ open-mindedness, with exploration exerting greater influence than exploitation. The study concluded that while ambidextrous leadership significantly shaped teachers’ open-mindedness, it did not wholly explain it, suggesting the influence of other factors. Based on the findings, training designs were crafted to strengthen leadership balance, enhance teachers’ inclusivity, and promote collaborative and receptive practices. These results provide valuable insights for leadership development, teacher professional growth, and policy alignment aimed at improving educational effectiveness.
Keywords: ambidextrous leadership practices, teachers’ open-mindedness
DOI: https://doi.org/10.5861/ijrse.2025.25029
Cite this article:
Lorenzo, I. C. U., & Guyong, F. I. (2025). Ambidextrous educational leadership practices of school heads and teachers’ open-mindedness behavior: The case of Aritao 1 District. International Journal of Research Studies in Education, 14(16), 81-98. https://doi.org/10.5861/ijrse.2025.25029
*Corresponding Author