Paper Title
Administrative Mindfulness, Professional Learning Community, and Transactional Management on Reading Program Implementation of School Leaders
Article Identifiers
Registration ID: IJNRD_307203
Published ID: IJNRD2505534
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Keywords
Mindfulness, Structural Equation Modeling, Literacy, Educational Management, and Reading Program Model
Abstract
This study assessed the administrative mindfulness, professional learning community engagement, and transactional management on the reading program implementation of school leaders in public elementary schools in Region X, Northern Mindanao, for School Year 2024–2025. A combination of descriptive-correlational and causal-comparative research designs was employed, and the respondents were the 566 school leaders in Region 10 from the Department of Education, Division of Bukidnon, Valencia City, Malaybalay, Cagayan de Oro, Misamis Oriental, El Salvador, Camiguin, Lanao del Norte, Oroquieta City, Ozamis City, Tangub City, and Iligan. The descriptive method was used to explain the current state of the school leaders' administrative mindfulness, professional learning community engagement, and transactional management, as well as how these factors affect the implementation of the school reading program. The correlation method was used to examine how administrative mindfulness, professional learning community engagement, and transactional management relate to the reading program implementation by school leaders, while multiple linear regression analysis was applied to identify the factors that predict the reading program implementation by school leaders. The results highlight various factors in performing administrative mindfulness of school leaders in terms of concentration and awareness, emotional regulation and acceptance, non-judgment and acceptance of thoughts and feelings and present moment awareness; engagement level of professional learning community of school leaders practiced in the following areas, shared and supportive leadership, shared values and vision, collective learning and application, shared personal practice, supportive conditions relationship, supportive conditions structure; determining the level of transactional management of school leaders in the different roles of; implementing and improving, communicating and presenting, and relating and supporting; ascertain the level of school reading program in the following phases: orientation of the reading program, execution of the reading program, and assessment of the reading program. There is a significant relationship between administrative mindfulness, professional learning community engagement, transactional management, and reading program implementation among school leaders. The predictors for reading program implementation in public elementary schools. The predictors for reading program implementation in public elementary schools are implementing and improving supportive conditions, relating and supporting, shared and supportive leadership, communicating and presenting, and non-judgment and acceptance of thoughts and feelings.
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How To Cite (APA)
WEENKIE JHON A. MARCELO & APRELL L. ABELLANA (May-2025). Administrative Mindfulness, Professional Learning Community, and Transactional Management on Reading Program Implementation of School Leaders. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 10(5), f232-f246. https://ijnrd.org/papers/IJNRD2505534.pdf
Issue
Volume 10 Issue 5, May-2025
Pages : f232-f246
Other Publication Details
Paper Reg. ID: IJNRD_307203
Published Paper Id: IJNRD2505534
Research Area: Others area
Author Type: Foreign Author
Country: Maramag, BUKIDNON, Philippines
Published Paper PDF: https://ijnrd.org/papers/IJNRD2505534.pdf
Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2505534
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