The Influence of School Heads’ Leadership Styles on Teacher Relationships: A Comparative Study of Authoritarian and Non-Authoritarian Approaches in Piñan District
DOI:
https://doi.org/10.5281/zenodo.18622700Keywords:
Leadership Styles, Authoritarian, Non-Authoritarian, Teacher Relationships, School Heads, Piñan DistrictAbstract
This study examines the influence of school heads’ leadership styles on their relationships with teachers, focusing on authoritarian and non-authoritarian approaches in Piñan District. Using a mixed-method approach, data were collected from 50 teachers across 10 public schools through surveys and interviews. Results indicate that non-authoritarian leadership fosters more positive teacher relationships, collaboration, and job satisfaction, while authoritarian leadership is associated with lower morale and limited communication. The findings underscore the importance of adaptive leadership for effective school management.
Downloads
References
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Lawrence Erlbaum.
Bush, T. (2011). Theories of educational leadership and management (4th ed.). Sage.
Leithwood, K., & Jantzi, D. (2005). Transformational leadership. In B. Davies (Ed.), The essentials of school leadership (pp. 31–43). Paul Chapman.
Northouse, P. G. (2022). Leadership: Theory and practice (9th ed.). Sage Publications.
Silins, H., & Mulford, B. (2002). Schools as learning organizations: Effects on teacher leadership and student outcomes. Educational Administration Quarterly, 38(5), 587–611. https://doi.org/10.1177/0013161X02038005002
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
