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LEADERSHIP PRACTICES AND MANAGEMENT STYLES OF MILLENIAL MID-
LEVEL EDUCATIONAL LEADERS
Ma y Ann E. Rollan
Teache I, Dasma iñas In eg a ed High School, Philippines
Glo ia Ge aldine S. Vic o ia
Assis an School P incipal II, Liliw Senio High School, Philippines
ABSTRACT
Leade ship and managemen s yles a e one o he mos c i ical compe encies which school leade s a e expec ed
o possess as hey lead hei eache s owa ds he p o ision o sound school managemen . This s udy desc ibed
and examined millennial school heads’ leade ship p ac ices and managemen s yles among he selec ed public
seconda y schools in he Philippines. I employed a desc ip i e co ela ional esea ch design which selec ed he
pa icipa ion o 150 public seconda y school eache s in he Philippines. A de eloped su ey-ques ionnai e was
used. Resul s o he s udy e ealed ha ha millennial school heads highly p ac iced ans o ma ional
leade ship, ansac ional leade ship, se an leade ship and pa icipa i e leade ship which enabled hem o
exhibi highes o m o e ec i e leade ship. Also, he s udy asse ed ha millennial school heads immensely
u ilized democ a ic s yles whe e hey p ac iced inclusi i y, collabo a ion and openness as hey adminis e hei
schools. Thus, he e was a posi i e co ela ion be ween millennial school heads’ leade ship p ac ices in e ms o
ans o ma ional leade ship and hei managemen s yles in e ms o democ a ic s yles. This implied ha as
ans o ma ional leade ship p ac ices o millennial school heads inc ease, hei use o democ a ic managemen
s yles also inc eases. Also, a p oposed in e en ion p og am named “Empowe ED” was p oposed.
Keywo ds:
leade ship, p ac ice, managemen , s yle, millennial, school heads, ans o ma ional, democ a ic
INTRODUCTION
The success o he schools in achie ing i s educa ional goals la gely depends on he leade ship and managemen
s yles o school’s heads. School heads se e as he leade s o hei espec i e schools whe e i al ope a ional,
manage ial and supe iso y unc ions emana e om hem. School heads commonly engage in o comp ehensi e
planning so as o ensu e ha all i al o de s and di ec i es om he Depa men o Educa ion a e p ope
implemen ed. Thus, school heads a e also conside ed as he mo he s/ a he s o hei espec i e schools whe e
hey commonly cha ac e ize a mo he ly o a he ly igu e wi hin he schools, o hei eache s, lea ne s and
s akeholde s. They se e as he p ima y bas ion o e ec i e decisions which a e impliedly in e p e ed as co ec
and e ec i e decisions. On he o he hand, aside om he image imposed upon school heads, g ea e
esponsibili ies a e pu on hei shoulde s as hey a e expec ed o pe o m wi h highes digni y and e ec i e
go e nance o schools as social ins i u ions. In his line, school heads as hey hold hei posi ion as leade s in he
schools a e ained and cul i a ed wi h he a ious leade ship and managemen p inciples embodying he
genuine o ms o e ec i e and p oduc i e public se an s. In he Philippine educa ional con ex , school leade s
do no only display e ec i e leade ship, bu he o ali y o esponsible, accoun able and anspa en leade ship
and managemen . He ein, leade ship and managemen o m he co e pa o school adminis a ion. The science
o e ec i e leade ship and go e nance i ally unde sco e school adminis a ion. Along he oluminous asks o
school heads and he expec a ions imposed o hem by gene al public, make hei unc ions in he school mo e
c i ical and i al o schools’ success. The abili y o school heads in leading and managing he schools emana e
om hei a ied pe sonal and p o essional compe ence. As leade s in he schools, hey a e gi en wi h he
p imo dial esponsibili y which is o help he school and i s s akeholde s ob ain holis ic de elopmen .
Leade ship and managemen o school heads a e i al mechanisms owa ds excellence. Wi h he oluminous
esea ches published pe aining o he cu en leade ship and managemen s yles o schools, con ex ual and
a ied educa ional si ua ions may pose di e si y on school heads iew abou e ec i e leade ship and e ec i e
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managemen s yles in hei espec i e schools. In his line, he esea che s obse ed ha mos schools heads in
hei espec i e locali y a e ounded wi h he p ope leade ship and managemen p inciples. Howe e , hey also
obse ed ha such leade ship and managemen s yles a e con inually changing based on he gi en educa ional
ci cums ances which po en ially in luence hei decision-making p ocesses. The esea che s u he obse ed
ha mos o he school heads in hei locali y exhibi di e en leade ship and managemen s yles which on one
hand, pose con usion o eache s. Such con usion basically eme ge when he esea che s conduc ed a
p elimina y obse a ions whe e hey asked hei colleagues as o he mos impac ul leade ship and managemen
s yles used by he school heads. Wi h his, he esea che s igni ed hei in e es s in desc ibing and examining
school heads’ leade ship and managemen s yles. While school heads a e appoin ed based on me i s h ough
ca e ul and objec i e selec ion p ocess, hey a e also possessing di e en demog aphic backg ound. One o he
appa en di e ences on school heads’ demog aphic backg ound is hei ages. This s udy ocused on millennial
school leade s whose ages ange om 29 o 44 yea s old. The esea che s obse ed ha mos o school heads
a e wi hin he ages co e ing millennial gene a ion. The da a eme ged om he collec i e obse a ions o he
di e en schools. No ably, his s udy emphasizes he leade ship p ac ices and managemen s yles o millennial
school heads as mid-le el leade s. Appa en ly, he s udy also emphasized ha mid-le el educa ional leade s a e
school heads, who a e esponsible o managing eache s and ansla ing in o ac ion. Suppo ing his, he
esea che s u he obse ed ha a ia ions on leade ship p ac ices and managemen s yles a e highly e iden in
di e en schools. This a ouse he in e es s o he esea che s o desc ibe and examine millennial school heads’
leade ship p ac ices and managemen s yles in hei espec i e schools.
School heads in he middle o old-adul age a e expec ed o be mos e ec i e leade s and signi ican ly ac i e in
complying wi h he domains con ained in P o essional S anda ds o School Heads (PPSH). The la e con ained
a con inuum o p o essional p ac ice ha suppo s school heads o pu sue be e ca ee and se e as s ong
mechanism o ensu e ha e ec i e and e icien school adminis a ion akes place. School heads emb aced
di icul ul illing du ies ela ed o managemen , eaching and lea ning as well as manage ial unc ions. Also,
hey gi en wi h di e en unc ions di ec ing o he con inuous imp o emen o he school speci ically
ins uc ional leade ship (Amancio, 2025). Di e en leade ship p ac ices a e ound wi hin he unc ions o he
school heads, ins uc ional leade ship s yles is highly u ilized by school heads o engage hei eache s in
deli e ing e ec i e and e icien ins uc ion. School heads hea ily expe ienced adminis a i e challenges when
hey pe asi ely u ilized dis ibu ed ins uc ional s yles (O iz J . e al., 2025). School heads a e agen s o
change who con ibu e a majo imp ession on he educa ional milieu h ough hei in o ma ion-sha ing me hods,
c ea ing suppo i e social connec ion and os e ing p og ess (Aquino e al., 2021). Fu he , school heads
leade ship s yles a e a e y high ex en specially on s a egic leade ship s yle ha implica e hei eache s’
eaching pe o mance (Ma iano & Oco, 2024). Appa en ly, school heads signi ican ly employed all ou
leade ship s yles in a ied le els such as ans o ma ional, ansac ional, au ho i a i e and laissez- ai e
leade ship s yles (Abellanosa, 2025). Also, school heads always p ac iced sound managemen s yles which
enabled hem o c ea e sound and e icien managemen and supe iso y unc ions. Hence, s a egic hinking
in luenced ins uc ional leade ship o school heads (He nandez e al., 2023).
The esea che s examined he in spi e o he long lis o published esea ches pe aining o school heads’
leade ship and managemen s yles, hese s udies ailed o concen a e o millennial school heads’ leade ship and
managemen s yles. In his, he esea che s ound ha he e is a s ong knowledge gap. So, his s udy aimed o
desc ibe and examine millennial school heads’ leade ship and managemen s yles among he selec ed public
seconda y schools in he Philippines. This s udy suppo ed he SDG 4 (Quali y Educa ion) as i may p o ide
baseline o he de elopmen o s a egic leade ship and manage ial in e en ions helping millennial school
heads o de elop o sus ain hei leade ship and managemen p ac ices.
OBJECTIVES
This s udy aimed o desc ibe and examine millennial school heads’ leade ship p ac ices and managemen s yles
among he selec ed public seconda y schools in he Philippines. Speci ically, his s udy aimed o:
1. desc ibe he esponden s’ leade ship p ac ices in e ms o ans o ma ional leade ship,
ansac ional leade ship, se an leade ship and pa icipa i e leade ship;
2. desc ibe he esponden s’ managemen s yles in e ms o au oc a ic managemen , democ a ic
managemen and laissez ai e managemen ;
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3. examine i he e would be a signi ican ela ionship be ween millennial school heads’ leade ship
p ac ices and managemen s yles;
4. p opose an in e en ion p og am which may help de elop o sus ain millennial school heads’
leade ship p ac ices and managemen s yles
Hypo hesis
The s udy hypo hesized ha he e is no signi ican ela ionship be ween millennial school heads’
heads’ leade ship p ac ices and managemen s yles.
METHODOLOGY
This s udy employed a desc ip i e co ela ional esea ch design in o de o desc ibe and examine millennial
school heads’ leade ship p ac ices and managemen s yles among he selec ed public seconda y schools in he
Philippines. The s udy used a pu posi e sampling which selec ed he pa icipa ion o 150 millennial school
heads among he selec ed public seconda y schools in he Philippines. The esea che s used a esea che -made
su ey-ques ionnai e which con ained wo (2) pa s. Fo pa 1, i con ained i ems ela ing o he leade ship
p ac ices o millennial school heads while pa 2 con ained i ems ela ing o he managemen s yles used by
millennial school heads. The esea che s used a Like Scale o 4. Fo pa 1, i used a 4-Like Scale such as: 4-
S ongly Ag ee, 3-Ag ee, 2-Disag ee and 1-S ongly Disag ee. On one hand, simila scale was used o pa 2
wi h di e en e bal desc ip ions such as: 4-Highly U ilized, 3-U ilized, 2-Slighly U ilized and 1-No U ilized.
The de eloped su ey-ques ionnai e was subjec ed o alida ion and in e nal consis ency measu e. In he
alida ion p ocess, expe s who comp ised by h ee (3) g adua e school p o esso s holding doc o a e deg ee in
educa ional managemen , a ed he de eloped su ey-ques ionnai e as “excellen .” The ea e , he esea che s
conduc ed a pilo es among he non-included esponden s. Resul s on he eliabili y es showed ha i ems
unde pa 1 gained a C onbach Alpha esul o .912, desc ibed as highly accep able while i ems unde pa 2,
gained a C onbach Alpha esul o .921, also desc ibed as highly accep able. On he o he hand, he esea che s
used Google Fo m o adminis e hei su ey-ques ionnai e. The esponden s we e gi en a google o m link
which was sen o hei pe sonal email add esses. The esea che s unde wen on o mal and echnical p ocesses
o da a collec ion, once all he aw da a ha e been collec ed, he esea che s o ganized he same o s a is ical
compu a ion. As o he da a analysis echnique, he esea che s used mean, s anda d de ia ion and o e all mean
in o de o desc ibe he esponden s’ leade ship p ac ices and managemen s yles. On he o he hand, he
esea che s used Pea son R in o de o examine i he e would be signi ican ela ionship be ween millennial
school heads’ heads’ leade ship p ac ices and managemen s yles. Thus, he esea che s p o ided in o med
consen and conduc ed sho b ie ing whe e hey discussed he na u e, in en and po en ial ou pu o his s udy.
A e he inali y o his s udy, aw da a we e des oyed h ough p ope dele ion on he esea che s’ pe sonal
de ices.
RESULTS AND DISCUSSION
In iew o educa ional leade ship and managemen landscape, he e a e signi ican ans o ma ion anspi ed
co e ing he eme gence o millennial school heads who in hei capaci ies, a e en us ed wi h he g ea e
esponsibili ies and expec a ions as leade s o he schools. As di e en gene a ion s eps in o he oles o
leade ship and managemen , unde s anding di e en leade ship and managemen s yles a e c i ical in o de o
unde s anding he p e ailing ci cums ances su ounding school leade ship and managemen . In his line,
millennial leade s a e cha ac e ized as adap i e and echnology-p o icien leade s. Wi h his, cu en shi s on
educa ional leade ship and managemen ook place. The desc ip ion and examina ion o dis inc leade ship
p ac ices and managemen s yles o millennial school heads a e signi ican and comp ehensi e schola ly wo k
which can p o ide signi ican inpu s o policy de elopmen o he o mula ion o in e en ion p og am.
1. Leade ship P ac ices o Millennial School Heads. The esul s showed ha ans o ma ional
leade ship gained he highes mean sco e o 3.78, desc ibed as s ongly ag ee. Also, he esul s e ealed
ha ansac ional leade ship gained a mean sco e o 3.67, desc ibed as s ongly ag ee while se an
leade ship ob ained a mean sco e o 3.58, desc ibed as s ongly ag ee. Thus, pa icipa i e leade ship
gained a mean sco e o 3.56, desc ibed as s ongly ag ee. The esul s on ans o ma ional leade ship
implied ha he esponden s s ongly ag eed ha ans o ma ional leade ship was cha ac e ized by hei
abili y o inspi e and mo i a e hei eache s and s akeholde s which ins alled collabo a i e and
inno a i e en i onmen . In addi ion, he esul s showed ha he esponden s s ongly ag eed ha hey
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p io i ized c ea ing ision and posi i e en i onmen h ough consis en encou agemen o hei
eache s’ o emb ace long-las ing de elopmen . Thus, he esul s on ansac ional leade ship which
gained a ela i e close mean sco e o ans o ma ional leade ship, sugges ed ha he esponden s
s ongly ag eed ha hey alue clea s uc u es, ewa ds and accoun abili y. In his line, i also showed
ha he esponden s s ongly ag eed ha good pe o mance we e enabling indica o s o a success ul
school head. On one hand, he esul s on se an leade ship showed ha he esponden s s ongly
ag eed ha hey place s ong emphasis in he p o ision o hei s akeholde s needs and demands
he eby, p omo ing us and suppo i e school cul u e. Las ly, he esul on pa icipa i e leade ship
showed ha esponden s s ongly ag eed ha hey alue he in ol emen o hei eache s and
s akeholde s in decision-making p ocess which po en ially leads o he imposi ion o s ong sense o
owne ship and collec i e esponsibili y. Thus, s ong ag eemen ac oss hese leade ship p ac ices
illus a es a balanced app oach and e ec i e leade ship d i e o millennial school heads owa ds he
p o ision o e ec i e school adminis a ion. Resul s o he s udy suppo ed he s udy o Muncada
(2025) which e ealed ha millennial school leade s exhibi s ong leade ship s yles and imposed
ele an leade ship p ac ices ha helped he eache s pe o med hei eaching esponsibili ies p ope ly.
Simila s udy also e ealed ha millennial school heads suppo ed wo k-li e balance and adhe ed o
democ a ic o m o leading and managing hei schools.
2. Managemen S yles o Millennial School Heads. The esul s e ealed ha democ a ic s yle ob ained
he highes mean sco e o 3.92, desc ibed as highly u ilized while au oc a ic and laissez ai e s yles
bo h gained a mean sco e o 3.71, also desc ibed as highly u ilized. The esul s on democ a ic s yle
showed ha esponden s highly u ilized democ a ic managemen s yle whe eas his e lec ed he
esponden s’ inclina ion o collabo a ion and inclusi i y as well as sha ed esponsibili y wi hin hei
school en i onmen . The esul s u he showed ha esponden s highly u ilized democ a ic s yle in
o de o emphasize open communica ion which enabled hem o empowe hei eache s and he
s akeholde s. Meanwhile, he esul s on au oc a ic and laissez ai e, al hough bo h ob ain high mean
sco es, his indica ed ha millennial school heads also highly u ilized unila e al decision-making in
some c i ical si ua ions whe e hei sole decisions a e a mus . Thus, he esul s also implied ha
esponden s adop decisions in o de o impose clea di ec ion be o e hei eache s. On one hand, he
esponden s also highly u ilized laissez ai e managemen s yle which hey allowed hei eache s o
ope a e independen ly and le hem o p o ide clea sel -di ec ion p o ided ha hei ac ions we e no
agains on he ules and egula ions se o h by he school, communi y and he s a e in gene al. Resul s
o he s udy suppo ed he s udy o Mandap (2023) which asse ed ha millennial school leade s
in en ionally adop ed democ a ic s yle, au ho i a i e and ins uc ional s yles o ackle he challenges
hey encoun e in o e seeing educa ional ins i u ions.
3. Rela ionship Be ween Millennial School Heads’ Leade ship P ac ices and Managemen S yles.
The e was a posi i e co ela ion be ween millennial school heads’ leade ship p ac ices in e ms o
ans o ma ional leade ship and hei managemen s yles in e ms o democ a ic s yles ( =.409). This
implied ha as ans o ma ional leade ship p ac ices o millennial school heads inc ease, hei use o
democ a ic managemen s yles also inc eases. Millennial school heads p omo e new ideas os e ing an
en i onmen whe e hey alued and espec hei eache s and subo dina es. They also ocused on
empowe ing hei subo dina es by building us and collabo a ion. No ably, millennial school heads
also in ol ed hei subo dina es o e ec i e decision-making p ocess. Appa en ly, esul s o he s udy
suppo ed he s udy o C uz and Ba ameda (2023) which concluded ha millennial gene a ion o
school heads immensely emphasized leade ship di ec ion and o ganiza ional acclima ion which guided
hei subo dina es owa ds de elopmen and e ec i e ins uc ions. Thus, he esul s implica ed ha he
impo ance o adop ing p ope and ele an leade ship p ac ices and managemen s yles could os e
collabo a ion and inno a ion.
4. P oposed In e en ion P og am. This s udy p oposed a skele al ame o an in e en ion p og am
which may help millennial school heads sus ain hei leade ship p ac ices and p ope use o di e se
school managemen s yles. The p og am aims o enhance he ans o ma ional leade ship skills,
p omo e democ a ic managemen p ac ices and imp o e school cul u e. The p oposed name o he
in e en ion p og am was “EmpowEd.” This would p o ide se ies o echnical leade ship and
managemen wo kshop wi hin he schools o dis ic s whe e i would emphasize he key p inciples o
ans o ma ional leade ship, socio-emo ional in elligence and e ec i e communica ion. Also, pa o
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he p oposed in e en ion p og am was he adminis a ion o echnical discussion which would
emphasize pa icipa i e decision-making p ocess and eam building. The same p og am would be
assessed h ough he use o objec i e e alua ion which would be de eloped by esea che s as
p oponen s o he p og am.
ACKNOWLEDGEMENT
The esea che s would like o exp ess hei since es g a i ude o all indi iduals and g oups who ha e helped
hem comple e his s udy. Also, hey we e deeply indeb ed o hei amilies and iends who ha e suppo ed
hem in inishing his wo k. Abo e all, o God he Highes , hey we e deeply blessed and hono ed in Him as He
ga e hem s eng h and wisdom o comple e his wo k.
CONCLUSION
The e we e signi ican ans o ma ion anspi ed co e ing he eme gence o millennial school heads who in hei
capaci ies, a e en us ed wi h he g ea e esponsibili ies and expec a ions as leade s o he schools. The s udy
ound ou ha millennial school heads highly p ac iced ans o ma ional leade ship, ansac ional leade ship,
se an leade ship and pa icipa i e leade ship which enabled hem o exhibi highes o m o e ec i e
leade ship. Also, he s udy asse ed ha millennial school heads immensely u ilized democ a ic s yles whe e
hey p ac iced inclusi i y, collabo a ion and openness as hey adminis e hei schools. Thus, he e was a
posi i e co ela ion be ween millennial school heads’ leade ship p ac ices in e ms o ans o ma ional
leade ship and hei managemen s yles in e ms o democ a ic s yles. This implied ha as ans o ma ional
leade ship p ac ices o millennial school heads inc ease, hei use o democ a ic managemen s yles also
inc eases. Also, a p oposed in e en ion p og am named “Empowe ED” was p oposed.
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