SCHOOL ENVIRONMENT, TRANSFORMATIONAL LEADERSHIP ATTRIBUTES, SUPPORT SYSTEM, AND COMMUNITY INVOLVEMENT: A STRUCTURAL EQUATION MODEL ON SENSE OF COMMUNITY AMONG PUBLIC ELEMENTARY SCHOOLS

Christine A. Teves, Eugenio S. Guhao, Jr.

Abstract


This study determined the best-fit structural model of sense of community among 350 public elementary school teachers in Region XI, Philippines, using Structural Equation Modeling (SEM). The results showed that school environment, transformational leadership attributes, support system, community involvement, and sense of community were rated high to very high, with significant positive relationships among the variables. In the final structural model, community involvement and transformational leadership attributes significantly predicted sense of community, with community involvement exerting the strongest influence. The final structural model demonstrated strong goodness of fit and parsimony. Following model modification, the school environment was defined by autonomy climate and school harshness; transformational leadership attributes by inspirational motivation and individual consideration; the support system by supportive leadership and research ethics and integrity; community involvement by communication and collaboration with the community; and sense of community by reinforcement of needs and shared emotional connection. The findings highlighted the critical roles of community engagement and transformational leadership in strengthening teachers’ sense of community and supported the attainment of SDG #4 and SDG #8.

 

SDG #4: Quality Education;

SDG #8: Decent Work and Economic Growth.


Keywords


educational leadership, sense of community, structural equation modelling, public elementary school teachers, Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i9.7015

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