Gender Differences in the Experiences, Leadership Skills, and Styles of School Administrators

Abstract

This research investigated the variations in professional experiences, leadership competencies, and administrative styles between male and female school officials in Agoo, La Union, with the primary objective of formulating a comprehensive training initiative. Employing a descriptive-correlational framework, the study examined a cohort of 22 participants, including 15 department heads and seven high school principals. Data collection relied on a mixed-methods approach, utilizing standardized surveys to measure leadership skills and styles, alongside detailed qualitative interviews. The results indicated that all participants began their professional journeys as classroom teachers and were frequently inspired to pursue administrative advancement through the influence of previous leaders; notably, no respondents identified significant obstacles in attaining their current positions. However, the data highlighted clear gender-based distinctions: male administrators primarily demonstrated human-centered capabilities and a relationship-focused style aimed at fostering subordinate comfort, whereas female administrators exhibited proficiency in both technical and human domains, utilizing a task-oriented approach defined by clear role clarification and expectation management. The study concludes that while professional trajectories are comparable, the practical implementation of leadership varies by gender. Consequently, an evidence-based development program was established to strengthen leadership quality and management expertise within the secondary education sector.