Collaborative Leadership Capacity, Data-Driven Decision-Making Capability, and Socio-Emotional Competence on Strategic Foresight of School Leaders
Abstract:
This study examined the relationship between collaborative leadership capacity, data-driven decision-making capability, and socio-emotional competence on the strategic foresight of school leaders in the Divisions of Va lencia, Malaybalay, and Bukidnon. Utilizing a descriptive-correlational design, the study involved 268 school leaders during the second semester of the school year 2024–2025. Validated survey instruments with high reli ability (Cronbach’s alpha = 0.93–0.96) measured key leadership competencies. Descriptive statistics, Pearson correlation, and multiple regression analyses were used to analyze the data. Findings revealed that school leaders demonstrated high levels of collaborative leadership, especially in developing people, assessing the environ ment, and building trust though visioning and mobilizing remain areas for further enhancement. Data-driven decision-making capability was strong, with data usage purpose and technological infrastructure emerging as strengths, although data usage culture remained an area for improvement. Socio-emotional competence was no tably high, particularly in self-awareness and responsible decision-making. Strategic foresight was also well-developed, with strengths in implementing strategic pathways and envisioning the school’s future, while scanning the educational landscape and forecasting future scenarios require further de velopment. Correlation analysis showed significant positive relationships among all variables. Regression analy sis identified responsible decision-making, data literacy, and visioning and mobilizing as significant predictors of strategic foresight, with the model explaining 76.8% of its variance. The study concludes that integrated leader ship development programs enhancing collaboration, data competence, and socio-emotional skills are essential to cultivate future-ready school leaders capable of proactive and visionary governance. Recommendations include targeted professional development in visioning and mobilizing, embedding data practices into daily operations, incorporating social-emotional learning frameworks, specialized training in strategic foresight, and adopting an integrated approach to leadership development. Institutional support through policies, resources, and ongoing research is also advised to sustain and deepen these competencies, ultimately fostering future-ready educational leadership in dynamic contexts.
