Author

Mary Connie D. Basadre*
Cebu Technological University-Main Campus, Cebu City, Cebu, Philippines

Abstract

This study assessed the teachers’ perceptions of principal leadership and their own efficacy beliefs as a basis for crafting a school improvement action plan at Mohon Elementary School during School Year 2025-2026. Employing a descriptive-correlational research design, the study involved 47 teacher-respondents via purposive sampling. Validated questionnaires were used to measure principal leadership across five domains and teacher efficacy across six domains. Pearson’s r was employed to test the significant relationship between principal leadership and teacher efficacy. Results revealed a predominantly female, early-career teaching workforce with high educational attainment. Teachers perceived the principal’s leadership practices as highly effective across all domains, rating them at the “Strongly Agree” level. Similarly, teachers reported “Very Strong” beliefs in their own efficacy across all instructional domains. Statistical analysis established a significant positive correlation between principal leadership and teacher efficacy, indicating that effective leadership is strongly associated with higher teacher confidence. While overall perceptions were extremely positive, the comparatively lower mean scores of indicators were identified, including providing targeted resources, involving teachers in decision-making, encouraging reflective supervision, and effectively teaching students with special needs. These areas form the targeted foundation for intervention. The study concludes that the synergistic relationship between supportive leadership and strong teacher efficacy provides a robust platform for sustainable improvement. It recommends the implementation of a data-driven action plan, “Enhancing Leadership and Efficacy for School Improvement at Mohon Elementary School,” to address the identified areas for enhancement, thereby strengthening instructional quality and student learning outcomes.

Keywords: Administration and supervision, principal leadership, teacher efficacy beliefs, descriptive-correlation, school improvement action plan, Talisay City, Cebu, Philippines.

*Corresponding author/ Email: basadremaryconnie18@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502992

Recommended citation:
Basadre, M. C. D. (2026). Linking principal leadership to teacher efficacy: Basis for school improvement planning. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1477-1498. http://doi.org/10.69651/PIJHSS0502992

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