Holistic Leadership in Lebanese Catholic Schools: Enhancing Teacher Engagement, Student Achievement and Institutional Efficiency

Abstract

Background: Holistic leadership has emerged as a critical approach in educational institutions, particularly in Catholic schools, where balancing faith-based traditions with modern educational demands is essential. Previous research highlights leadership as a key determinant of school success, influencing teacher engagement, student performance, and institutional efficiency. However, limited studies have explored the multidimensional impact of holistic leadership in faith-based educational settings.

Objective: This study examines the role of holistic leadership in Catholic schools affiliated with the Congregation of the Maronite Sisters of the Holy Family. It investigates the relationship between leadership practices and institutional success, focusing on teacher engagement, student achievement, and administrative efficiency.

Methods and Materials: A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews. A stratified sample of 230 respondents (school directors, coordinators, teachers, and administrative staff) provided survey data, while 16 school leaders and 5 HR managers participated in semi-structured interviews. Statistical analyses, including correlation and regression models, assessed leadership’s impact on school performance.

Results: Findings indicate a positive correlation (r = 0.45, p < 0.01) between leadership effectiveness and teacher engagement and (r = 0.38, p < 0.01) with student performance. Regression analysis revealed that leadership strategies explain 38% of variance in teacher well-being (R² = 0.38, p < 0.01) and 32% in student achievement (R² = 0.32, p < 0.01).

Conclusion: Holistic leadership fosters institutional resilience by enhancing collaborative governance, teacher development, and administrative efficiency. The study highlights the need for inclusive leadership models, technological integration, and professional training to sustain long-term educational success. Future research should explore the causal mechanisms linking leadership strategies to student learning outcomes.