Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 50 no. 2 (2025)

Comparative Assessment of Leadership Approaches Between Rural and Urban School Administrator

Nelia Marie Adorable | Janice Pantilgan | Daisy Obiso

Discipline: Education

 

Abstract:

This study assessed the leadership approaches of school administrators in rural and urban areas in Carcar City Division for the school year 2025-2026. This research employed a mixed-methods approach to achieve a thorough insight into the leadership approaches of administrators in rural and urban schools. The results revealed that the leadership approaches of school administrators, such as inspiring a shared vision, fostering a positive school culture, providing individualized support, encouraging innovation and risk-taking, and building trust and empowerment, were all rated as Strongly Agree by teachers in both rural and urban areas. The findings revealed no significant difference in the level of leadership approaches between the two contexts. However, a significant relationship was found between years of teaching experience and the administrators’ leadership approaches in both settings. Additionally, in urban schools, age was significantly related to the ability to inspire a shared vision. Contextual factors in rural and urban schools influence leadership effectiveness by shaping the challenges, resources, and community dynamics administrators face. Emerging themes included participative, collaborative, and adaptive leadership; context-responsive and relationshipcentered practices; as well as challenges in operations, human resources, and relational aspects. The findings also highlighted the importance of sustained, reflective professional development tailored to local contexts. Rural and urban school leaders face distinct challenges, yet both demonstrate strong commitment to student success. Effective leadership requires adaptability, context-awareness, and tailored development to meet each school’s unique needs through a leadership development plan.



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