Social Change Initiatives and Leadership Development of Secondary School Teachers

Abstract

This study examined the engagement of secondary school teachers in social change initiatives and how it contributes to their leadership development. It aimed to identify the initiatives teachers participate in their school and communities, the leadership skills they apply, the relationship between the two, the challenges encountered, and propose an intervention to strengthen teacher involvement. A quantitative descriptive-correlational design was used. Sixty (60) purposively selected secondary school teachers from Capalonga, Camarines Norte served as respondents during the school year 2023–2024. Data were gathered through a validated survey and analyzed using descriptive statistics and Pearson’s correlation via SPSS. Findings revealed that teachers were actively involved in social change, especially in environmental conservation. The most utilized leadership skills were strategic planning, communication, and decision-making, while conflict resolution and ethical leadership were less used. A significant positive relationship) was found between social change engagement and leadership skill development. Challenges included financial limitations, lack of time, minimal administrative support, and restricted access to professional development. The study proposed a professional development training program as an intervention to improve leadership skills and teacher participation in social initiatives. In conclusion, teachers play a vital role in social change and benefit in leadership growth through active engagement. Supportive structures, training, and recognition are recommended to maximize their impact.