Does Moral Governance Shape Institutional Outcomes? Evidence from the Bangsamoro Basic Education in Muslim Mindanao
DOI:
https://doi.org/10.54536/ajet.v4i4.5898Keywords:
Bangsamoro, Eucational Administration, Institutional Outcome, Islamic Leadership, Moral GovernanceAbstract
This study posits that moral governance, anchored in Islamic ethical principles, is a key factor of institutional outcomes within the basic education sector of the Ministry of Basic, Higher, and Technical Education (MBHTE) in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM). Basically, it investigated the extent to which educational leaders exemplify moral governance principles and tested its influence on institutional outcomes. Using a descriptive-correlational research design, data were gathered from 280 respondents, including school division superintendents, division supervisors and chiefs, school administrators, and teachers, through two sets of survey instruments. Descriptive statistics (mean, standard deviation) and inferential analyses (one-way ANOVA, Kruskal-Wallis H test, and multiple regression) were applied to treat the data. Results showed that moral governance was perceived to be highly evident, particularly in the domains of ethical decision-making, and compassion and service. Institutional outcomes were also rated high, with policy implementation emerging as the most prominent dimension. Multiple regression analysis indicated that all four moral governance dimensions significantly predicted institutional outcomes, implying their relevance in both administrative and instructional leadership contexts. While no statistically significant differences in moral governance were noted across schools divisions, the perceptual variance among respondent groups were apparent. On the contrary, institutional outcomes varied significantly across divisions which signifies context-specific governance dynamics. The study emphasizes that the integration of moral governance into educational leadership practices enhances stakeholder trust, supports organizational performance, and ensures policy alignment. These findings emphasize the transformative ability of values-based governance in pursuing an ethically and contextually grounded education system in BARMM.
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Copyright (c) 2025 Elma L. Maliga, Ernie C. Cerado
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