Leading with Integrity: A Qualitative Inquiry on How School Heads Model Professional Conduct

Arts, Social Sciences and Humanities

This study explored how school heads model professional conduct in their leadership practices within educational settings. Using a qualitative phenomenological research design, the study examined the lived experiences, challenges, and leadership practices of school heads in promoting integrity and professionalism. Participants were purposively selected from public schools in the Compostela East District, Division of Davao de Oro. Data were collected through in-depth interviews and analyzed using coding and thematic analysis. The findings revealed that school heads navigated leadership challenges and organizational complexities while implementing ethical and values-based leadership, practicing resilience, demonstrating expected professional conduct, and developing leadership through continuous learning and experience. Participants highlighted the importance of reflective leadership, open communication, transparency, emotional regulation, ethical decision-making, and balancing multiple administrative responsibilities in sustaining professional conduct. The study further found that leadership effectiveness is strengthened through self-awareness, shared responsibility, context-sensitive decision-making, continuous learning, emotional balance, and trust-based relationships. The findings imply that school heads who consistently model integrity, accountability, fairness, and professionalism contribute to organizational effectiveness, positive school relationships, and a culture of trust and ethical leadership. The study provides valuable insights for school heads, teachers, educational leaders, and DepEd officials in strengthening integrity-driven leadership and promoting professional conduct in schools.

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