ABSTRACT
This study on Leadership Style of School Principals: Its effect of the Job Satisfaction of Teachers along Work Load and Work Conditions, Administrative Support, Professional Growth and Rewards and Recognition determined the different leadership styles of school principals influence on teachers’ job satisfaction across key dimensions. Anchored on Transformational Leadership, Situational Leadership, Transactional Leadership and Servant Leadership. It was conducted in one of the municipalities in Albay. The descriptive method of research utilizing survey technique was used to gather data for the study. Two hundred seventy-one 271 public secondary school teachers and seven 7 public school principals a total of 178 respondents, for the school year 2025-2026. Statistical tools were used: frequency count, percentage technique, weighted mean, F-test analysis of variance.
The findings revealed that the level of prevailing leadership styles of school principals as rated by themselves and the teachers along transformational leadership gained the highest average of 3.40 moderately implemented, while transaction leadership obtained lowest average of 3.25, moderately implemented. There is a significant difference in the level of prevailing leadership styles of school principals as rated by themselves and the teachers among the variables. The extent of leadership style of school principals on job satisfaction of teachers along administrative support gained the highest average of 4.02, very satisfactory while the lowest is rewards and recognition received the average of 3.89, satisfactory. There is a significant difference in the extent of leadership style of school principals on job satisfaction of teachers among the variables, and learning and development plan was prepared.
The recommendations were the school principal should provide personalized coaching for teachers to improve curriculum monitoring, should refine strategies to encourage and actively monitor student engagement with learning resources also focus on improving curriculum planning, classroom management, and resource preparation. The remarkable achievement of outstanding ratings by teachers from all schools under the supervision of the target school principal is recommended that their approach and practices be studied and documented as a model for fostering dedication, professionalism, and effectiveness within the educational community. Investigation must be conducted to understand the factors impacting teacher performance ratings. While the provision of technical assistance by school heads has a negligible effect, other variables such as classroom resources, professional development opportunities, and support systems may play more significant roles. Implementing the structured learning and development program for school principal may bolster their ability to offer technical assistance efficiently. The pivotal role of school heads in cultivating an atmosphere conducive to professional advancement among Teachers and the results and findings of this research may serve as a reference or basis for future researchers.
INTRODUCTION
The effective school leadership requires the right people around the table, mentoring and understanding the role and responsibilities, having skills and values to properly manage people, regulate policies to achieve goals.
The provision in 1987 Philippine constitution article XIV, section 5 mandated the state to provide quality education at all levels and to ensure that education personnel, particularly teachers, were given the opportunity for professional growth, secure tenure, and adjust compensation-objectives that were highly influence by school leadership. Republic Act No. 9155 known as Governance of Basic Education Act of 2001. The aim was to improve the quality of basic education in the country. It gave school leaders more authority and responsibility in managing public schools, which means that decisions were made closer to the communities where the schools are located. Department of Education Order No.22 s.2017 National Adoption and Implementation of the Philippine Professional Standards For Teachers. The DepEd recognized the importance of professional standards in the continuing professional development and advancement of teachers based on the principle of lifelong learning. It defined teacher quality with specific domains, strands, and indicators essential for professional development and effective teaching, thereby enhancing student outcomes. DepEd Order No. 24, s. 2020, on National Adoption and Implementation of the Philippine Professional Standards for School Heads known as the Philippine Professional Standards for School Heads, emphasized the importance of mentoring, professional development, and instructional guidance to improve teaching effectiveness. Research highlighted that teacher support significantly impacts retention, job satisfaction, commitment, and student success.
The study was conducted to determined the leadership style of school principals: its effect on the job satisfaction of teachers in public secondary schools to understand how school pricipals could effectively support teachers’ development, ultimately leading to improved educational outcomes for students. hence this study.
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