# Futuristic Leadership Practices and Participatory Good Governance of Public Elementary School Teachers

Lolepe D Lizardo, Josephine B Baguio

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Lolepe D Lizardo, Josephine B Baguio. Futuristic Leadership Practices and Participatory Good Governance of Public Elementary School Teachers. Journal of Economics, Management and Trade, 2025, 31 (7), pp.208-217. 10.9734/jemt/2025/v31i71322. hal-05203218

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# Futuristic Leadership Practices and Participatory Good Governance of Public Elementary School Teachers

Lolepe D. Lizardo a++ and Josephine B. Baguio a#*

a Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

## Authors' contributions

This work was carried out in collaboration between both authors. Both authors read and approved the final manuscript.

## Article Information

DOI: https://doi.org/10.9734/jemt/2025/v31i71322

## Open Peer Review History:

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://pr.sdiarticle5.com/review-history/139027

Received: 20/04/2025

Accepted: 25/06/2025

Published: 01/07/2025

## Original Research Article

## ABSTRACT

This study was conducted to determine the relationship between futuristic leadership practices and participatory good governance among teachers in public elementary schools in Dujali District, Division of Davao del Norte. A non-experimental quantitative research design utilizing the correlational method was employed. The respondents consisted of 131 public elementary school teachers selected through universal sampling. Data were analyzed using mean, Pearson r, and regression analysis. The findings revealed that the level of futuristic leadership practices among teachers was high and often manifested. Similarly, the level of participatory good governance was also high and frequently demonstrated. A significant relationship was found between futuristic leadership practices and participatory good governance. Furthermore, the domains of futuristic leadership practices significantly influenced participatory good governance among teachers. Based

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>*Corresponding author: E-mail: josephinebbaguio@outlook.com;</footnote>
on the findings, it is recommended that school heads enhance leadership practices by encouraging professional ethics among teachers and addressing students' needs through the creation of pleasant surroundings, a friendly atmosphere, and an inspiring learning environment. This information should be effectively communicated to all school administrators.

Keywords: Futuristic leadership practices; participatory good governance; public elementary schools; teachers.

# 1. INTRODUCTION

School aims are heavily influenced by pressures and stresses originating from both internal and external environments, particularly regarding futuristic leadership practices and the collective security employed by school teachers. Many school administrators tend to resist altering traditional leadership practices, which often limits the school's ability to define its educational goals independently.

Consequently, institutions frequently find themselves tasked more with interpreting external mandates than with making decisions based on their own assessment of student needs through the application of transformational leadership practices and collective security within their respective contexts. The central issue lies in the extent to which school managers can adapt transformational leadership approaches and develop alternative strategies grounded in school-level values and vision (Mafe, 2023).

Participatory good governance encompasses theories emphasizing that power and decision-making should be shared among some or all members of an organization (Bussu et al., 2022). This model assumes that educational organizations formulate policies and make decisions through discussions that aim for consensus. Power is thus distributed among members who ideally share an understanding of the institution's goals. However, conflicts often arise in educational leadership when power is abused or misused.

Since the 1980s, participatory good governance and the concept of collective security have gained popularity in academic and official literature on educational management. Despite its theoretical appeal, participatory decision-making can be slow and cumbersome. Policies requiring approval from multiple committees often result in lengthy, complex, and time-consuming processes. Several English primary school teachers interviewed by Stone (2023)

described meetings as lengthy affairs where discussions tend to drag on.

A fundamental assumption of collective security is that decisions are reached through consensus, with outcomes reflecting shared values and participatory governance. In practice, however, teachers bring diverse perspectives and represent different constituencies within the school, which can create factionalism and disagreements within committees (Gallagher, 2021).

The effectiveness of participatory good governance must be evaluated in light of the unique features of educational institutions. Participative decision-making coexists with the bureaucratic and structural elements of schools, often generating tension between collaborative processes and hierarchical authority. While participatory governance relies on the professional expertise of staff, it seldom overrides the formal authority of official leaders or external regulatory bodies. Bergman and Fredén (2023) argues that collegiality often becomes subordinate to an increasingly centralized bureaucracy.

Sustaining participatory governance in schools can be challenging because principals remain accountable to external stakeholders. They may find it difficult to defend policies developed through participatory processes if those policies lack their personal endorsement. Westheimer (2022) contends that teachers must be genuinely courageous to empower democratic forums whose decisions may conflict with the head teacher's own views.

In the Philippines, collective security norms are so strong that principles often obscure realities rather than present them transparently. Ideals about participatory governance are frequently conflated with actual practices, resulting in a gap between rhetoric and reality (Botha, 2025). The literature on participatory governance often confuses normative ideals with descriptive realities. For example, the concept of round-table
decision-making rarely mirrors the actual leadership dynamics in most institutions (Bossi & Bossi, 2025). This discrepancy contributes to the perennial problem of misrepresenting leadership realities in schools.

The success of participatory governance depends largely on staff attitudes. Active support from teachers can facilitate its success, while apathy or resistance tends to ensure failure. Loi Zedda et al. (2025), notes that teachers may resist visionary leadership due to reluctance to accept authority intermediaries between themselves and the principal.

Moreover, the attitudes of principals are even more critical to the success of participatory governance. Because principals hold the legal authority to manage schools, their support is essential for establishing such governance frameworks. Mbua (2023) concludes that participatory governance's dependence on principals' endorsement limits its overall effectiveness and the realization of futuristic leadership practices.

Participatory governance involves various ongoing activities such as determining the need for school facilities, educational program planning, school infrastructure design and construction, furnishing and equipping, operations, maintenance, and modernization.

Given these complexities, the researcher recognized the need to conduct this study to help public elementary school administrators assess whether futuristic leadership practices and participatory good governance are being implemented in their schools and whether they meet the needs of teachers. The documented findings aim to serve as a functional guide for future administrative policies, underscoring the study's educational relevance.

## 1.1 Statement of the Problem

The purpose of this study was conducted to determine the relationship of the futuristic leadership practices and participatory good governance of teachers in public elementary schools in Dujali District, Division of Davao Del Norte. Specifically this study sought answers to the following questions:

1. What is the level of futuristic leadership practices of teachers in public elementary schools in terms of:

1.1 contextualized consideration,

1.2 professional stimulation,

1.3 inspirational motivation and

1.4 idealized influence?

2. What is the level of participatory good governance of teachers in public elementary school in terms of:

2.1 leadership,

2.2 fund utilization

2.3 linkages and

2.4 resource management?

3. Is there a relationship between futuristic leadership practices and participatory good governance of teachers in public elementary schools?

4. What domains of futuristic leadership practices significantly influence participatory good governance of teachers in public elementary schools in Dujali District, Division of Davao Del Norte?

## 1.2 Hypotheses

Ho1. There is no significant relationship on the level of futuristic leadership practices and participatory good governance of teachers in public elementary schools in Dujali District, Division of Davao Del Norte.

Ho2. The domains of futuristic leadership practices do not significantly influence participatory good governance of teachers in public elementary schools in Dujali District, Division of Davao Del Norte?

# 2. METHODOLOGY

## 2.1 Research Design

This study utilized a non-experimental quantitative research design employing the correlational method. This approach was chosen because the study aims to examine the relationship between futuristic leadership practices and participatory good governance among public elementary school administrators in [specific location]. The correlational method is appropriate for describing the degree and direction of association between two or more variables without manipulating them (Ghanad, 2023).
<figure><img src="image_3.png" /><figcaption>Fig. 1. Conceptual framework of the study</figcaption></figure>

Quantitative research emphasizes objective measurement and statistical analysis of data collected through structured instruments such as questionnaires or surveys. It aims to quantify variables and generalize findings from a sample to a broader population (Mohajan, 2020). In this study, the correlational design facilitates understanding how futuristic leadership practices relate to participatory good governance by analyzing the statistical association between these variables.

While correlational studies can reveal the presence and strength of relationships, they do not establish causality as the variables are not controlled or manipulated by the researcher. The primary goal of this quantitative approach is to determine the extent to which futuristic leadership practices influence or correspond with participatory governance outcomes among public elementary schools.

Quantitative research prioritizes numerical data and objective analysis to provide clear, concise insights. Descriptive elements within this research identify patterns and associations at a single point in time, aiding in the comprehension of how current leadership approaches align with governance participation (Raelin, 2020). Overall,

this study contributes valuable data to inform educational leadership strategies that promote inclusive and forward-thinking governance in elementary education.

## 2.2 Research Respondents

The respondents of the study were the teachers in public elementary schools in Dujali District, Division of Davao Del Norte. There are 131 respondents in public elementary schools. Universal sampling was used to determine the respondents of the futuristic leadership practices and participatory good governance of school teachers of teachers in public elementary schools in Dujali District, Division of Davao Del Norte. The respondents were connected in the service for at least three years experiences and above, wherein they can provide more information regarding the study. This study will be conducted in the school year 2022-2023.

## 2.3 Research Instrument

There were three parts of the instrument used in this study, which focused on examining the relationship between futuristic leadership practices and participatory good governance of
teachers in public elementary schools in Dujali District, Division of Davao Del Norte. All parts were developed based on relevant studies and reviewed literature. Prior to administration, the draft of the instrument was evaluated for content validity and reliability by a panel of experts in the field of Educational Management.

Based on their comments and suggestions, appropriate revisions were made. The instrument was then pilot-tested in a separate elementary school within the same district, involving 33 public elementary school teachers. During the pilot test, participants answered 40 questions across five subscales. The instrument showed high reliability, with a Cronbach's Alpha of 0.892 for futuristic leadership practices and 0.920 for participatory good governance. Scoring was implemented based on the defined subscales.

## 2.4 Data Gathering Procedure

The data for this study were gathered through a series of systematic and ethically guided procedures. The researcher first secured an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and obtained ethical clearance from the institution's Ethics Review Committee to ensure the protection of participants' rights and full compliance with research ethics. Subsequently, a formal request letter was submitted to the Office of the Schools Division Superintendent of Davao Oriental. Upon approval, the Division Office issued an endorsement letter addressed to the School Heads of public elementary schools within Manay District, authorizing the conduct of the study in their respective schools.

With all required permissions in place, the researcher conducted a pilot test of the survey instruments to assess their reliability and validity. During the pilot testing, participants were clearly informed about the purpose of the study and given detailed instructions on how to accomplish the questionnaire. Based on their feedback, the instruments were refined to improve clarity and ensure alignment with the study's objectives. The finalized survey questionnaires were then administered to 136 public elementary school teachers, selected through stratified sampling. After completion, the researcher personally collected the responses. The gathered data were then forwarded to a professional statistician for tallying, tabulation, and statistical analysis in accordance with the study's research questions and objectives.

## 2.5 Data Analysis

To analyze the data collected and effectively address the research questions of this study, the following statistical tools were utilized:

**Mean:** This was used to determine the levels of futuristic leadership practices and participatory good governance among public elementary school teachers. It provided an overall summary of the respondents' ratings across specific items and domains, revealing general trends in leadership practices and governance involvement.

**Pearson Product-Moment Correlation Coefficient (Pearson r):** This statistical tool was employed to examine the degree of relationship between futuristic leadership practices and participatory good governance. It enabled the researcher to assess whether a statistically significant linear correlation existed between these two variables.

**Multiple Regression Analysis:** This analysis was conducted to determine the extent to which specific domains of futuristic leadership practices significantly predicted participatory good governance. It helped identify which aspects of leadership most strongly contributed to effective and inclusive governance practices among public elementary school teachers.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Futuristic Leadership Practices

Reflected in Table 1 is the summary on the level of futuristic leadership practices of teachers in public elementary schools in terms of contextualized consideration, professional stimulation, inspirational motivation and idealized influence. The mean ratings of this indicator are as follows: contextualized consideration is 3.47, professional stimulation is 3.46, inspirational motivation is 3.45 and idealized influence is 3.46 or high.

The overall mean rating of futuristic leadership practices of teachers in public elementary schools in terms of contextualized consideration, professional stimulation, inspirational motivation and idealized influence is 3.46 or high. This means that the level of futuristic leadership practices of teachers in public elementary schools is manifested oftentimes by the teachers.
<table><caption>Table 1. Level of Futuristic leadership practices</caption><thead><tr><th>No.</th><th>Statements</th><th>Mean (x̄)</th><th>Descriptive Equivalent</th></tr></thead><tbody><tr><td>1</td><td>contextualized consideration</td><td>3.47</td><td>High</td></tr><tr><td>2</td><td>professional stimulation</td><td>3.46</td><td>High</td></tr><tr><td>3</td><td>inspirational motivation</td><td>3.45</td><td>High</td></tr><tr><td>4</td><td>idealized influence</td><td>3.46</td><td>High</td></tr><tr><td colspan="2">Overall Mean</td><td>3.46</td><td>High</td></tr></tbody></table>

This indicates that the futuristic leadership practices of teachers in public elementary schools encourage visionary leaders to a compelling vision for their works. So that they can see beyond the ambiguity and challenges of today to an empowering picture of tomorrow.

Visionary leaders impregnate their team and the organization itself with this vision. Fueled by inspirations, the organization charts its course to this new future. Visionary leaders aren't authoritarian or dictatorial; they don't seek control over their employees. Instead, they provide freedom to employees to determine the best path to actualizing this vision (Gopinath, 2020).

It's a discipline to hold the end picture in mind. It takes commitment to work towards this vision each day. Creating and sustaining a vision for an organization calls for discipline and creativity. An educational leader must have the passion, strength of will, and necessary knowledge to achieve long-term goals. A focused individual who can inspire his team to reach organizational goals is a visionary leader (Mascareño et al., 2020).

## 3.2 Level of Futuristic Leadership Practices

Reflected in Table 2 is the summary on the level of participatory good governance of teachers in public elementary schools in terms of leadership, fund utilization linkages and resource management. The mean ratings of this indicator are as follows: leadership is 3.44, fund utilization is 3.34, linkages is 3.34 and resource management is 3.22. The overall mean rating of participatory good governance of public elementary school heads in terms of leadership,

fund utilization linkages and resource management is 3.34 or moderate. This means that the level of participatory good governance of public elementary school heads is manifested oftentimes by the teachers.

<table><caption>Table 2. Level of participatory good governance</caption><thead><tr><th>No.</th><th>Statements</th><th>Mean (x̄)</th><th>Descriptive Equivalent</th></tr></thead><tbody><tr><td>1</td><td>Leadership</td><td>3.44</td><td>High</td></tr><tr><td>2</td><td>fund utilization</td><td>3.34</td><td>Moderate</td></tr><tr><td>3</td><td>Linkages</td><td>3.34</td><td>Moderate</td></tr><tr><td>4</td><td>resource management</td><td>3.22</td><td>Moderate</td></tr><tr><td colspan="2">Overall Mean</td><td>3.34</td><td>Moderate</td></tr></tbody></table>

This indicates that the participatory good governance of teachers in public elementary schools encourages school leaders to a compelling management for their works. So that they can see beyond the ambiguity and challenges of today to an empowering picture of tomorrow.

## 3.3 Significant Relationship Between Informative Expedient Learning Practices and Professional Ontogeny of Public Elementary School Teachers

Presented in Table 3 is the significant relationship between futuristic leadership practices and participatory good governance among teachers in public elementary schools. The computed Pearson r-value is 0.61, with a corresponding p-value of 0.000. Given that the p-value is lower than the 0.05 level of significance, the null hypothesis is rejected. This indicates a statistically significant moderate positive correlation between futuristic leadership practices and participatory good governance.

This finding implies that as the level of futuristic leadership practices of school heads increases, the degree of participatory good governance among teachers also improves. Futuristic leadership practices contribute to enhancing motivation, morale, and performance by aligning individual identity with organizational goals, serving as an inspirational role model, encouraging ownership of responsibilities, and matching tasks with individual strengths (Odiaka, 2022).
<table><caption>Table 3. Significant relationship between the futuristic leadership practices and participatory good governance</caption><thead><tr><th>Variables</th><th>X</th><th>Y</th><th>r-value</th><th>Degree of Correlation</th><th>p-value</th><th>Decision (Ho)</th></tr></thead><tbody><tr><td>futuristic leadership practices</td><td>3.36</td><td></td><td>0.61</td><td>Moderate Correlation</td><td>0.000</td><td>Rejected</td></tr><tr><td>participatory good governance</td><td></td><td>3.34</td><td></td><td></td><td></td><td></td></tr></tbody></table>

<table><caption>Table 4. Significant influence of futuristic leadership practices on participatory good governance</caption><thead><tr><th>Model</th><th>Sum of Squares</th><th>Degrees of Freedom</th><th>Mean Square</th><th>F</th><th>Sig</th></tr></thead><tbody><tr><td>Regression</td><td>54.3797</td><td>1</td><td>54.009</td><td>.596</td><td>0.000</td></tr><tr><td>Residual Total</td><td>511.311</td><td>96</td><td>9.5847</td><td></td><td></td></tr><tr><td></td><td>543.111</td><td>97</td><td></td><td></td><td></td></tr></tbody></table>

Note: Significance when P < 0.05 (2T)

## 3.4 Significant Influence of Futuristic Leadership Practices on Participatory Good Governance

Presented in Table 4 is the analysis of the significant influence of the domains of futuristic leadership practices on participatory good governance among teachers in public elementary schools. The regression analysis yielded an F-value of 0.596 and a significance level (p-value) of 0.000. Since the p-value is less than the 0.05 level of significance, the null hypothesis is rejected. This indicates that the domains of futuristic leadership practices significantly influence participatory good governance.

This result implies that the more effectively school leaders demonstrate futuristic leadership practices, such as vision-driven management, innovation, and ethical leadership—the more participatory and effective the governance practices among teachers become. This finding aligns with Palmer (2021), who emphasized that school managers must lead with integrity and build trust through consistent principles and meaningful interactions, thereby inspiring others through vision and emotional intelligence.

Similarly, Ojiri (2022) and Shukia (2023) underscore that participatory good governance encompasses various aspects of school

management, including facilities, resources, and collaboration. They stress the importance of leadership in maintaining school operations, involving stakeholders, and ensuring responsible governance. Gimah (2020) adds that effective governance also requires proper maintenance of school infrastructure through the support of parents, community stakeholders, and internal school personnel. These insights reinforce the study's conclusion that visionary and collaborative leadership can drive improved governance outcomes in educational institutions.

## 4. CONCLUSION

On the basis of the foregoing findings, the following conclusions are drawn:

The level of futuristic leadership practices of teachers in public elementary schools in Dujali District, Division of Davao Del Norte in terms of contextualized consideration, professional stimulation, inspirational motivation and idealized influence is high and manifested oftentimes by the teachers.

On the other hand, the level of participatory good governance of teachers in public elementary schools in terms of leadership, fund utilization linkages and resource management is moderate and manifested oftentimes by the teachers.
It could be inferred that there is a significant relationship between the futuristic leadership practices and participatory good governance of teachers in public elementary schools in Dujali District, Division of Davao Del Norte which leads to reject the null hypothesis.

It could be clinched that the domains between the futuristic leadership practices is significantly influenced with the participatory good governance of teachers in public elementary schools in Dujali District, Division of Davao Del Norte which indicates that that leads to reject the null hypothesis.

## 5. RECOMMENDATION

Based on the foregoing conclusions, the researcher proposes the following recommendations:

It is recommended that the futuristic leadership practices and participatory good governance of teachers in public elementary schools in Dujali District, Division of Davao Del Norte has some gray areas to be improved by the school heads like has capacity to pay special attention to the problems of the teacher, thus, the CHED Officials should continue in adapting the recent styles on futuristic leadership practices to ensure higher level of fostering better work relationship and improve more as they reflect on their participatory good governance.

It is acclaimed that the futuristic leadership practices and participatory good governance of teachers in public elementary schools in Dujali District, Division of Davao Del Norte has some lowest areas to be enhanced by the school heads such as soliciting ideas from the teachers, nurtures and developing teachers who work independently and motivating and challenging the teachers with high standards in teaching, thus, the school administrator should provide insights to all school administrators to improve the futuristic leadership practices and participatory good governance in school for having harmonious relationship within the school.

It is suggested that the futuristic leadership practices and participatory good governance of teachers in public elementary schools has some lowest areas to be enriched by the school heads such as reminding the teachers to practice professional ethics in school and meeting the needs of the students by creating pleasant surroundings, a friendly atmosphere and an

inspiring environment should be provided an information to all school administrators. It may develop the understanding of the administrators in the different culture and family backgrounds of the teachers.

The results of this study can give insights to the teachers, that they will continue participating and working their daily tasks. It will inform the teachers regarding on how they act with dignity and work effectively in school at all time. It will help the teachers in coping with the changes of the atmosphere in school. This study could provide the future researchers a starting point how to expand the coverage of the research in terms of the variables covered in the study.

## CONSENT AND ETHICAL APPROVAL

The conduct of this study strictly adhered to recognized ethical standards to ensure the protection, dignity, and well-being of all participants. Before initiating data collection, the researcher obtained the necessary approvals, including an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and ethical clearance from the institution's Ethics Review Committee. The ethical procedures followed were grounded in the framework of Pregoner et al. (2025), ensuring compliance with current protocols for research involving human participants in educational settings. Participation was entirely voluntary, and all respondents were fully informed of the study's purpose, scope, and their right to refuse or withdraw at any point without penalty. Informed consent was secured to confirm participants' understanding and willingness to take part in the research. To preserve confidentiality, no personally identifiable information was gathered, and all responses were handled with strict confidentiality. The data collected were used solely for academic purposes. These protocols guaranteed that the study was conducted with transparency, ethical integrity, and full professional accountability.

## DISCLAIMER (ARTIFICIAL INTELLIGENCE)

The author(s) hereby declare that generative AI technologies have been used during the writing and editing of this manuscript. The details of the AI usage are as follows:

1. **Grammarly:** Used for grammar and spellchecking, as well as suggestions for improving sentence structure and overall clarity.
**2. Quillbot:** Employed for paraphrasing and refining sentence flow to enhance readability and coherence.

## COMPETING INTERESTS

Authors have declared that no competing interests exist.

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