Imelda E. Aguilar (Author)

Abstract

This study examined the influence of school heads’ leadership styles on teachers’ performance in the Congressional District, Division of Quezon City, during the school year 2021–2022, as the basis for a proposed development plan. Employing a descriptive survey design, the research involved 95 school heads and their corresponding teachers, using purposive sampling to capture perspectives on instructional leadership, learning environment, parental involvement and community partnership, human resource management, and school management operations. Findings revealed that most school heads and teachers were in their prime working years, predominantly female, and possessed graduate-level qualifications. The leadership styles of school heads were generally rated as moderately observed across domains. Correlation analysis indicated significant relationships between leadership styles and demographic variables such as age, gender, educational attainment, and length of service, while position showed no significant correlation. Moreover, a significant relationship was found between leadership styles and teacher performance, as measured by the Individual Performance Commitment and Review Form (IPCRF), where most teachers achieved a “Very Satisfactory” rating. Challenges encountered by school heads included student discipline issues, sustaining stakeholder support, and managing enrollment and retention concerns. Based on these findings, a development plan emphasizing leadership enhancement, professional development, stakeholder collaboration, and instructional improvement was proposed to strengthen leadership effectiveness and teacher performance.

Keywords: leadership style, teacher performance, school heads, descriptive survey, educational management, Quezon City, instructional leadership, human resource development

DOI: http://doi.org/10.69651/PIJHSS0404510

Recommended citation:
Aguilar, I. E. (2025). School Heads’ leadership style and performance of the teachers in Congressional District, Division of Quezon City: Basis for proposed development plan. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5509-5522. http://doi.org/10.69651/PIJHSS0404510

Read the full text

References

Brooks, J. E., & Sutherland, I. E. (2014). Educational leadership in the Philippines: Principals’ perspectives on problems and possibilities for change. Planning and Changing, 45(3–4), 339–355.

Brooks, M., & Brooks, J. (2018). Culturally (ir)relevant school leadership: Ethno-religious conflict and school administration in the Philippines. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2018.1503819

Bush, T., & Middlewood, D. (2013). Leading and managing people in education (3rd ed.). SAGE Publications.

Crevani, L. (2015). Relational leadership. In Leadership: Contemporary critical perspectives. SAGE Publications.

Crevani, L., & Endrissat, N. (2016). Mapping the leadership-as-practice terrain: Comparative elements. https://doi.org/10.4324/9781315684123

Darling-Hammond, L., & Richardson, N. (2009). Research review/teacher learning: What matters? Educational Leadership, 66(5), 46–53.

Day, C. (2017). The UK policy for school leadership: Uneasy transitions. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood, & D. Livingstone (Eds.), International handbook of educational policy. Springer.

Fullan, M. (2008). The six secrets of change (1st ed.). Jossey-Bass.

Fullan, M. (2008). What’s worth fighting for in the principalship (2nd ed.). Teachers College, Columbia University.

Grint, K. (2017). Problems, problems, problems: The social construction of leadership. Human Relations, 58(11), 1467–1494.

Gurr, D., Drysdale, L., & Mulford, B. (2019). Australian principal instructional leadership. Magis, 2(4), 299–314.

Hallinger, P., & Heck, R. (1998). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980–95. Educational Administration Quarterly, 32(1), 5–44. https://www.techtarget.com/searchcio/definition/leadership-traits

Hoög, J., Johansson, O., & Olofsson, A. (2017). Successful principalship – The Swedish case. Journal of Educational Administration, 43(6), 595–606.

Johnson, L., Møller, J., Jacobson, S. L., et al. (2008). Cross-national comparisons in the International Successful School Principalship Project (ISSPP): The USA, Norway, and China. Scandinavian Journal of Educational Research, 52(4), 407–422.

Kuku, S. M., & Taylor, J. W. V. (2002). Teacher participation in decision making: A comparative study of school leader and teacher perceptions in North Philippines academies. International Forum, 5(1), 19–46.

Leithwood, K., Harris, A., & Strauss, T. (2019). Leading school turnaround: How successful leaders transform low-performing schools. Jossey-Bass.

Moos, L., Johansson, O., & Day, C. (Eds.). (2021). How school principals sustain success over time: International perspectives. Springer-Kluwer.

Murakami-Ramalho, E., Garza, E., & Merchant, B. (2019). Successful school leadership in socio-economically challenging contexts: School principals creating and sustaining successful school improvement. International Studies in Educational Administration, 32(3), 35–55.

Papa, A. (2022). Effective leadership styles in education. The Manila Times. https://www.manilatimes.net/2022/04/07/campus-press/effective-leadership-styles-in-education/1839161

Pashiardis, P., Savvides, V., Lytra, E., & Angelidou, K. (2021). Successful school leadership in rural contexts: The case of Cyprus. Special Education Administration & Leadership, 39(5), 536–553.

Raihani, I. (2008). An Indonesian model of successful school leadership. Journal of Educational Administration, 46, 481–496.

Sindhvad, S. P. (2009). School principals as instructional leaders: An investigation of school leadership capacity in the Philippines (Doctoral dissertation, University of Minnesota).

Sparapani, J. (n.d.). Leadership traits. https://sprigghr.com/blog/leaders/12-good-leadership-practices/

Sutherland, I. E., & Brooks, J. S. (2013). School leadership in the Philippines: Historical, cultural, and policy dynamics. In Collective efficacy: Interdisciplinary perspectives on international leadership (Vol. 20, pp. 199–213). Emerald Group Publishing. https://doi.org/10.1108/S1479

Wong, K. (2017). Conditions and practices of successful principalship in Shanghai. Journal of Educational Administration, 43(6), 552–562.