Abstract
Effective school–community partnerships are essential for improving educational quality, particularly in coastal communities where schools depend on strong stakeholder collaboration. This study examined the leadership roles of school heads in strengthening school–community partnerships in selected coastal elementary schools in District 10, Masbate City Division, as perceived by teachers. Specifically, it assessed leadership practices in terms of vision and strategic direction, shared leadership, communication and relationship-building, community outreach, teacher capacity building, resource mobilization, shared governance, and coastal-context leadership. A quantitative descriptive–correlational design was employed using a researcher-developed survey questionnaire administered to teachers from four coastal elementary schools. Descriptive statistics determined the level of implementation of leadership roles and partnership practices, while Pearson Product–Moment Correlation examined the relationship between the two variables. Results showed that school heads demonstrated a high level of implementation across all leadership dimensions, with communication, stakeholder collaboration, and resource mobilization receiving the highest ratings. Teachers likewise perceived school–community partnership practices to be highly implemented. Furthermore, a significant positive relationship was found between leadership roles and partnership practices, indicating that effective school leadership enhances stakeholder engagement. The study concludes that collaborative, context-responsive leadership is vital in sustaining productive school–community partnerships and recommends strengthening leadership development and stakeholder collaboration to improve school resilience and educational outcomes in coastal communities.
Keywords: school leadership, school–community partnership, coastal schools, stakeholder engagement, educational leadership, community collaboration
https://zenodo.org/records/21058685
