School Principals’ Leadership Behaviors on Issues Concerning Equity, Inclusion, and Gender Equality in Public Schools in Marikina City
DOI:
https://doi.org/10.11594/ijmaber.07.09.27Keywords:
Equity, Inclusion and gender equality, School leadership behaviorsAbstract
A good school is a reflection of principals’ way of managing all the aspects of the educational institution in which they are assigned. Because of this, it is necessary that the school heads display leadership behaviors which will be beneficial to the people under his or her supervision. The study utilized a qualitative research design to determine the school principals’ leadership behaviors and conduct an in-depth analysis of their impact on issues concerning equity, inclusion, and gender equality in selected public schools in Marikina City. The study made use of the Path-goal leadership Framework and the Fordham University Diversity (Gender Equality), Equity, and Inclusion Strategic Framework (DEI) to make sense of the results of the study. The study revealed that the school head respondents formulate educational policies that are universal. They viewed policymaking to be a set of rules that is for everyone. This is a clear way of promoting equality, inclusion, and gender equality in public schools. Next, the school leaders show respect and support to the diversity of people which are present in his or her school community. The school principal allows display of practices and beliefs in school as long as it does not violate the rights of the other members of the school community.
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