SCHOOL HEADS' LEADERSHIP PRACTICES AND MAPEH TEACHERS' CLASSROOM CREATIVITY IN PUBLIC SECONDARY SCHOOLS

Abstract

Modern educational reforms necessitate instructional innovation and creative pedagogical practices, particularly in Music, Arts, Physical Education, and Health (MAPEH). This study investigated the relationship between the leadership practices of school heads and the teaching creativity of MAPEH teachers in public junior high schools across Echague, Isabela, Philippines. Utilizing a quantitative descriptive-correlational research design, data were collected from 50 purposively selected MAPEH teachers using adapted and validated instruments based on Kouzes and Posner’s Leadership Practices Inventory and Soh’s Creativity Fostering Teacher Behavior Index. Data were analyzed using weighted mean, t-test, ANOVA, and Pearson’s correlation coefficient. Results revealed that school heads demonstrated a "Very High" overall level of leadership practices (), with "Model the Way" obtaining the highest mean (). Similarly, MAPEH teachers exhibited a "Very High" level of teaching creativity (). Significant differences in perceived leadership practices were observed when teachers were grouped by years in teaching (), while teaching creativity differed significantly based on educational attainment () and current position (). Crucially, a strong, positive, and statistically significant correlation was identified between school heads' leadership practices and teachers' teaching creativity (). These findings highlight that transformational leadership directly drives pedagogical innovation, supporting the implementation of targeted instructional development programs.

Keywords

Educational Leadership, Teaching Creativity, MAPEH Pedagogy, Instructional Innovation