ASSESSMENT OF EDUCATIONAL LEADERSHIP IN HIGHER EDUCATION INSTITUTIONS (HEIs) TOWARD SCHOOL POLICY DEVELOPMENT

Abstract

The paper investigates the school policy development in the educational leadership management of Higher Education Institutions (HEIs) in the various school organizations. Mixed method research design is used with emphasis of Focus Group Discussion (FGD) and triangulation process for the analysis of data. Purposive sampling technique is also used to find better selection of the sample size that could produce a reliable number of respondents. The participants compose thirty (30) sample sizes only. Results show that expectation of the goals provide better approach in the implementation of integrative leadership productive response, show that alignment and resolution practice deeper insights and understanding to the improve process of leadership management and strategy to strive for better success, show that teaching quality is equipped with value diversity support and analysis, professional teaching learning, and collaborative learning, show that development of learning process evaluates thoroughly the sustainable goals in the educational process of leadership which is timely and relevant to the quality factors, outcome, opportunity learning development, and show orderly and safe environment is conducive for learning which supports the climate for better learning, clear vision, strong leadership process, and effective learning in the school organization. Findings show that there is a significant relationship on the assessment of educational leadership in the Higher Education Institutions toward school policy and development as observed among the participants.

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