DECISION-MAKING AND PARENTAL INVOLVEMENT AS PREDICTORS OF EDUCATIONAL MANAGEMENT STRATEGIES

Educational Administration

This study examined whether decision-making styles and parental involvement predict educational management strategies among school heads and school stakeholders. A descriptive-correlational research design was employed, utilizing mean, Pearson’s r, and multiple regression analysis to analyze the data. Findings revealed that school heads demonstrated high to very high levels of decision-making styles across directive, analytical, conceptual, and behavioral domains. Similarly, parental involvement was generally high across parenting, volunteering, communication, decision-making, collaboration with the community, and learning at home. Educational management strategies were also rated high. Results further showed a strong and significant relationship between decision-making styles and educational management strategies (r = 0.818, p < 0.001), and a moderate to strong significant relationship between parental involvement and educational management strategies (r = 0.622, p < 0.001). Regression analysis indicated that directive, analytical, and conceptual decision-making styles significantly predicted educational management strategies, with directive style emerging as the strongest predictor, while behavioral style was not significant. For parental involvement, communication emerged as the strongest predictor, followed by decision-making involvement, while other domains were not significant predictors. Overall, the study concludes that effective decision-making styles and active parental involvement significantly enhance educational management strategies. Strengthening directive leadership practices, evidence-based and conceptual decision-making, and improving school–home communication and parental participation in decision-making are essential in promoting effective educational management and improving school performance.

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