Leadership Strategies and Motivation Among the Teachers in Basic Education
DOI:
https://doi.org/10.5281/zenodo.24085142Keywords:
Administration and Supervision, Leadership Strategies, Teachers’ Motivation, Descriptive-Correlational Research, Cebu, PhilippinesAbstract
Effective school leadership is consistently viewed as essential for educational quality, yet maintaining optimal teacher engagement remains a persistent challenge in basic education. This study investigates the critical problem of identifying which specific administrative behaviors successfully stimulate and sustain teacher drive within demanding classroom environments. Specifically, the research aimed to determine the influence between various dimensions of school heads' leadership strategies namely instructional, transformational, participative, and transactional and the intrinsic and extrinsic motivation levels of basic education teachers. A quantitative correlational design was utilized, involving thirty active teachers from Pilipog National High School, selected through purposive sampling. Primary data were systematically collected using standardized survey questionnaires designed to precisely measure these specific leadership dimensions and motivation types. The statistical analysis clearly revealed negligible to low correlations across the variables. Notably, participative leadership demonstrated a low positive correlation with extrinsic motivation, whereas transactional leadership exhibited a low negative correlation with intrinsic motivation. Most crucially, the overall relationship between general leadership strategies and teacher motivation was found to be statistically insignificant, reflecting a low negative relationship and leading to the non-rejection of the null hypothesis. These important findings strongly suggest that the motivation of basic education teachers is driven primarily by independent factors located outside of direct administrative leadership styles. As a result, those in charge of education and schools need to think beyond their usual ways to boost motivation. They should focus on approaches that include personal growth, better work conditions, and fair pay, instead of just changing leadership structures to improve how teachers feel and perform.
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