Leadership Styles of School Administrators and Their Effects on School Culture

Leadership is central to shaping school culture and identity. This study examined the relationship between school administrators’ leadership styles and school culture, as well as demographic variations in leadership styles in the Municipality of Balabagan, Lanao del Sur, for the academic year 2024-2025. A quantitative approach was employed, using structured surveys analyzed through correlation analysis and the Kruskal-Wallis test. Findings revealed that school administrators exhibit a standardized leadership style which contributes to stable school administration. School culture was well-established, characterized by positive leadership, innovation, and a harmonious environment. Statistical analysis indicated no significant correlation between leadership style and school culture which suggest that institutional policies, teacher collaboration, and external factors play a stronger role. Additionally, leadership styles did not significantly differ based on demographic attributes such as age, educational attainment, and years of service, reinforcing the influence of professional training and institutional norms over personal characteristics. The study recommends that administrators enhance leadership by focusing on staff motivation, decision-making, and professional development. Teachers, students, and the school community could actively foster a collaborative learning environment. Policymakers could develop leadership programs integrating institutional and cultural dynamics. Future school leaders are encouraged to adopt adaptive leadership practices to navigate complex educational challenges.