Bernie L. Libo-on, Citrobelle A. Aldeguer
Corresponding email: [email protected]
A B S T R A C T
In order to assess the degree of sustainable leadership components—such as creating a vision and setting direction, getting to know and support peers, overseeing the teaching and learning program, and restructuring the way the 32 public schools district supervisors (PSDS) in the Division of Negros Occidental are organized—this study used a descriptive research design. The majority of the participants were 47 years old and below and mostly were female with master’s degree holders, also were 14 years and below as PSDS almost were married, and with low monthly income. The profile of the participants implies that the variables of age, gender, civil status, and monthly income are not factors or characteristics to influence the sustainable leadership of public schools district supervisors. Therefore, these factors have no bearing on the public school district supervisors’ dedication to carrying out their roles. With the exception of high-level responses on the indicators, where PSDS made sure that appropriate support, like professional development, teaching materials, and planning time, was provided when they were classified according to age, sex, highest educational attainment, length of service, civil status, and monthly income, there was a very high level of building the vision and setting direction, redesigning the organization, understanding, and developing peers in this context. In order to improve the program even further, we close with a prediction regarding the future directions of sustainable leadership research.