Principal Leadership and Community Engagement: Strengthening School-Community Partnerships

Theresa S Francisco; Celso C Dumalig

doi:10.55927/fjmr.v5i7.144

Authors

Theresa S Francisco Northeastern College
Celso C Dumalig Northeastern College

DOI:

https://doi.org/10.55927/fjmr.v5i7.144

Keywords:

Principal Leadership, Community Engagement, School–Community Partnerships

Abstract

This study examines the role of principal leadership and community engagement in strengthening school–community partnerships. Grounded in Transformational Leadership Theory, Distributed Leadership Theory, Epstein’s Overlapping Spheres of Influence, and Social Capital Theory, it explores how leadership practices influence stakeholder participation and partnership effectiveness. Using a descriptive-correlational design, data were collected from principals, teachers, parents, and community stakeholders through surveys, interviews, observations, and document analysis. Findings reveal that principal leadership significantly drives collaboration, while community engagement strategies, though effective, require strengthening for consistency. Results also highlight that trust, communication, capacity building, and institutional support are essential for sustaining partnerships. The study concludes that leadership and engagement are interconnected processes critical to achieving inclusive, effective, and sustainable school–community collaboration.

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