International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Volume 7 Issue 3
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Leadership Challenges of Teachers Teaching in Last Mile School of Labo West District

Author(s) Ms. Armie Macatangay Sanchez, Dr. Consuelo R Saenz
Country Philippines
Abstract This study explored the leadership challenges faced by teachers in the last mile schools of Labo West District using a quantitative-correlational research design. Grounded in Distributed Leadership, Transformational Leadership, and Place-Based Education theories, the investigation employed a structured survey of 100 teachers and utilized statistical tools such as weighted means, Somers’ Delta Coefficient, and the Contingency Coefficient. Findings revealed that most respondents were early- to mid-career educators, predominantly aged 31–35, with females representing 57% and a majority holding entry-level Teacher I positions. Leadership challenges emerged prominently in socio-cultural aspects, pedagogy, and personal well-being, with significant negative correlations found between age and years in service and these challenges, suggesting that more experienced teachers are better equipped to navigate the difficulties. The study identified pressing concerns such as inadequate school infrastructure, limited resources, and weak parent-teacher relationships that collectively impede effective teaching and learning. In response, the proposed EmpowerED Workshop aims to equip teachers with creative problem-solving skills, stress management techniques, and community-building strategies to address these multifaceted challenges. The implications of these findings underscore the need for enhanced mentorship, targeted professional development, and strategic interventions from educational leaders and policymakers to improve teacher retention and overall educational outcomes in remote settings.
Keywords Leadership challenges, last mile schools, professional development, teacher retention, educational interventions
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-05-07
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.44018
Short DOI https://doi.org/g9hsmv
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