EXPLORING THE DYNAMICS OF PROACTIVE COLLEGIAL LEADERSHIP: A QUALITATIVE STUDY OF COMMUNICATION AND COLLABORATION PATTERNS

FELLEN JOY I. MAGNO

Abstract


Existing research on educational leadership has extensively examined instructional and transformational models, yet limited studies have focused on how proactive collegial leadership operates through communication and collaboration to sustain inclusivity and quality education. This study aimed to explore the lived experiences of school leaders in enacting collegial communication, identify challenges in sustaining collaborative practices, and determine their recommendations for strengthening proactive collegial leadership in public secondary schools. Using a qualitative-descriptive design, data were gathered from seventeen school leaders through ten in-depth interviews and seven focus group discussions. Thematic analysis revealed six themes on lived experiences, including proactive communication, shared transparency, inclusivity, collaboration, trust building, and conflict resolution. Five themes emerged as challenges: practical and psychological barriers, hierarchical dynamics, resource constraints, communication breakdowns, and engagement issues. Six themes were identified as recommendations, highlighting leadership development through communication, technology-supported collaboration, inclusive leadership practices, evidence-based improvement, a culture of collegiality, and empowerment. The findings underscored that proactive collegial leadership thrives when communication is transparent, inclusive, and developmental, and when collaboration is institutionalized within the school culture. The study concludes that sustained collegial leadership requires consistent mentoring, adaptive communication, and supportive policies that integrate inclusivity and shared governance. These insights provide a framework for improving leadership practices that promote collaboration, equity, and professional trust in educational institutions.

Keywords


Proactive Collegial Leadership, Communication, Collaboration, Inclusivity, Quality Education

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References


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DOI: http://dx.doi.org/10.65010/seairj.v7i3.297

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