Teachers’ Perceptions of School Heads’ Leadership Styles: A Basis for Enhancing the Teaching-Learning Process
DOI:
https://doi.org/10.5281/zenodo.20760300Keywords:
: teachers' discernment of school heads' leadership style, teaching-learning process, administrative style, instructional leadership style, dominant leadership styleAbstract
As a teacher and future school leader, I was motivated to undergo this study because it discerns how teachers perceive leadership styles. This study provides a voice to educators, allowing them to share insights into how administrative approaches support or hinder their work. This empowerment can lead to more collaborative relationships between school heads and colleagues. The findings of this research can serve as the foundation for developing targeted training and development programs for school leaders. The descriptive-correlational research design, which was utilized to link the two variables, were used in the study. The research locale was 90 instructors of Dr. Gloria D. Lacson Foundation Colleges, Inc., who served as the respondents. The study was conducted during the School Year 2024-2025. The majority of the respondents were 31 to 40 years old, female, with 11 years and above of teaching experience, had bachelor’s degrees, and specialized in general education. The school heads have strong dominant leadership styles in terms of supervisory and leadership style, administrative leadership style, and instructional leadership style. The profile variables of the elementary school teachers do not affect their perception of the dominant leadership styles of school heads. The higher the supervisory and leadership styles of the school heads, the higher their administrative and instructional leadership styles are.
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