ABSTRACT
This study examined the leadership practices of school heads and their impact on the work performance of teachers in selected public secondary schools. Specifically, it assessed the extent of leadership styles in Building Relationships, Managing School Operations and Resources, Instructional Leadership, and Professional Development, and determined how these influence teachers’ instructional delivery, classroom management, professional growth, and student engagement. A descriptive research design using survey techniques and documentary analysis was employed. The respondents consisted of four (4) school heads and ninety-seven (97) Senior High School teachers, selected through total enumeration.
Findings showed that school heads consistently demonstrated commendable leadership practices, with Building Relationships obtaining the highest mean rating with the weighted mean of 3.78 (AD), and Instructional Leadership obtained the lowest with weighted mean of 3.71 (AD). No significant differences were found across the four leadership dimensions. Teachers’ works performance was generally very high, particularly in instructional delivery and classroom management with 3.79 weighted mean interpreted as Very High Impact (VHI), and lowest mean along student engagement with 3.70 weighted mean with verbal interpretation of Very High Impact (VHI).
Based on the findings of the study, several recommendations are proposed. School Heads should strengthen their leadership practices through continuous professional development focusing on collaborative and participative leadership. Teachers should be provided with training and mentoring programs to improve their classroom management and instructional delivery. The Leadership Skills Enhancement Training (LSET) should be implemented and sustained to enhance leadership performance among school heads and teachers. Educational leaders and policy makers may adopt the developed LSET to promote effective and efficient school management practices. Future researchers may conduct a similar study in other educational levels or divisions to validate and expand the results of this research.
INTRODUCTION
Leadership is widely recognized as a key factor in the success of any educational institution. It involves influencing, guiding, and motivating individuals or teams to work toward shared goals and visions. In schools, the role of the school head is especially important in creating a positive and productive learning and working environment.
Republic Act No. 9155, or the Governance of Basic Education Act of 2001, outlines the roles and responsibilities of school leaders and promotes school-based management by giving them more authority and accountability. It emphasizes the duty of school heads to foster an environment that supports learning, oversees teaching and learning processes, and ensure teachers’ continuous professional growth. The Philippine Professional Standards for Teachers (DepEd Order No. 42, s. 2017) also states that school leaders should help, guide, and develop teachers so that they can meet high professional standards that will make the school function better.
This study intends to investigate how the leadership practices of school heads affect the work performance of Senior High School teachers in selected public secondary schools. By examining the leadership styles of school heads, evaluating teacher performance, and analyzing the relationship between leadership and factors such as motivation, job satisfaction, and commitment, the research seeks to provide insights that can strengthen school leadership and improve educational outcomes. Ultimately, the study aims to identify ways to address challenges faced by both school heads and teachers, to foster a more effective and supportive school environment.
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