Knowledge, Attitudes, and Practices of School Heads in Shared Governance: The Role of Demographic Variates

Successful school leadership contributes to improving the quality of teaching, accountability and the overall achievement of schools. Grounded in Distributed Leadership Theory, this study examined whether the demographic characteristics of fifty-six public school principals in Catbalogan City relate to their comprehension, viewpoints and actions regarding governance. A quantitative method was utilized, with data analyzed using Spearman’s rho, Kendall’s Tau and Cramer’s V statistics. Most variables, such as gender, educational attainment, and tenure, showed no associations with the KAP aspects. However, age (p-value = 0.042) and marital status were linked to participation, communication, and building trust. The present position was correlated with frameworks (p-value = 0.002), participation (p-value = 0.001), and continuous improvement (p-value = 0.028). Results indicate that shared governance is shaped significantly by leadership principles and the culture within schools more than by demographic characteristics, recommending that upcoming research involve a broader range of participants and employ mixed methodologies.