Strategic and Creative Thinking Competences Among School Principals

This study investigated the importance and predictors of strategic and creative thinking competences among 164 public school principals in the Philippines, highlighting their critical role in effective school leadership in the context of 21st-century education. As schools grow more dynamic and face new demands, leaders are now expected to do more than just react; they need to stay ahead of the curve, think creatively, and guide their communities through change. Using a cross-sectional survey and a hybrid research instrument composed of items from the studies of Fisher (2011), Teboul (2015), and DuBrin (2023), the study assessed school principals' levels of strategic and creative thinking competences. Results show that the majority of respondents demonstrate a "competent" level in both areas. However, certain dimensions—particularly systemic and innovative thinking under strategic competence, and originality under creative competence—require focused development. A significant positive correlation was found between strategic and creative thinking, indicating that the two competences are interdependent and mutually reinforcing. Principals who exhibit high levels of strategic thinking are more likely to also demonstrate strong creative thinking skills. This interrelationship emphasizes the need for integrated leadership training that develops both analytical and innovative capacities. The findings suggest that strengthening these thinking competences is essential for school improvement planning, problem-solving, and decision-making. This research has important implications for educational policy and leadership development in Philippine basic education. By identifying specific areas for growth and highlighting the link between strategic and creative competencies, the study offers practical insights for the design of professional development programs among school principals. Equipping them with these essential skills can significantly enhance their ability to lead schools effectively, foster innovation, and drive systemic, transformative educational change.