Author

Catherine R. Rosete*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

Schools are increasingly expected to sustain meaningful improvement through evidence-informed decision-making, collaboration, and reflective leadership. However, limited localized evidence exists on how inquiry-based leadership is developed and sustained in rural elementary schools, particularly in the Roxas Districts of Isabela. This study assessed the implementation of inquiry-based leadership and its role in building and sustaining school improvement capacity among public elementary schools in the Roxas Districts, Isabela, during School Year 2025–2026. Using a descriptive-comparative research design, the study involved 50 respondents, comprising 20 school heads and 30 teachers selected through purposive sampling. Data were gathered through a structured questionnaire, supplemented by interviews and documentary analysis. Findings showed that inquiry-based leadership practices and capacity-building strategies were highly implemented, while coping strategies and support mechanisms were rated very effective. Sustainability challenges were moderately serious, particularly workload, time constraints, and training needs. The t-test revealed no significant difference between the perceptions of school heads and teachers. The findings suggest that sustained inquiry requires adequate time, training, resources, and organizational support.

Keywords:  Inquiry-based leadership, school improvement, school leadership, capacity building, elementary schools.

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS05031418

Recommended citation:
Rosete, C. R. (2026). Inquiry-based leadership and school improvement capacity in Philippine public elementary schools. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 2655-2664. http://doi.org/10.69651/PIJHSS05031418

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