Author

Reselyn B. Maglasang*
Cebu Technological University – Main Campus, R. Palma St., Cebu City, Cebu, Philippines

Abstract

Leadership skills are essential qualities that guide individuals in successfully managing and motivating others toward achieving common goals. This study assessed teachers’ perceptions of the school administrator’s leadership styles at Salazar Colleges of Science and Institute of Technology, Labangon, Cebu City, for the academic year 2024–2025, as the basis for a leadership development action plan. This study utilized a mixed descriptive correlational and qualitative research design, with an adapted questionnaire as the primary data collection tool. A total of 29 teachers participated in the study. Descriptive statistics such as percentages were used to present the respondents’ background information. The weighted mean measured teachers’ perceptions of the school administrator’s leadership styles, focusing on autocratic, democratic, and laissez-faire dimensions, as well as the challenges encountered. Pearson moment product correlation r was applied to determine the relationship between teacher profiles and their perceptions of leadership styles. Findings revealed that teachers were undecided about the administrator’s autocratic leadership style, while they agreed with the presence of democratic and laissez-faire styles. The overall weighted mean for perceived challenges related to leadership styles was 1.69, interpreted as ‘strongly disagree,’ indicating minimal challenges. The overall weighted mean of the challenges encountered in the school administrator’s leadership styles is strongly disagree. Based on these findings, the researcher recommends the implementation of a leadership development action plan entitled “Shaping Future School Administrators’ Leadership Styles” to enhance effective leadership practices within the institution.”

Keywords: Administration and Supervision, School Administrator, Leadership Styles, Descriptive Correlational and Qualitative Research Design, Leadership Development Action Plan, Labangon, Cebu City.

*Corresponding author / Email: reselyn.maglasang@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021109

Recommended citation:
Maglasang, R. B. (2026). Teachers’ perceptions of the school administrator’s leadership styles: Basis for a leadership development action plan. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 3531-3549. http://doi.org/10.69651/PIJHSS05021109

Read the full text

References

Alvarez, J. M. (2020). Lifelong learning among teachers: Implications for school leadership expectations. Journal of Educational Development and Innovation, 27(3), 91–106. https://doi.org/10.7890/jedi.2020.27305

Brookhart, S. M. (2017). How to give effective feedback to your students (2nd ed.). ASCD.

 Cruz, R. P., & Villanueva, A. M. (2019). Gender and perceptions of school leadership styles in Philippine public schools. Journal of Educational Leadership Research, 28(2), 74–88. https://doi.org/10.1234/jelr.2019.28204

Day, C., & Sammons, P. (2016). Successful school leadership: Linking with learning and achievement. Open University Press.

Delos Reyes, M. C., & Cruz, E. L. (2020). Teachers’ perspectives on directive leadership in the public school setting. Journal of Educational Management and Leadership, 33(2), 72–86. https://doi.org/10.5678/jeml.2020.33203

Delos Reyes, M. C., & Villanueva, A. M. (2019). Professional development and teacher perceptions of leadership in public schools. Philippine Journal of Educational Administration, 30(2), 70–84. https://doi.org/10.5678/pjea.2019.30202

Delos Reyes, R. M., & Santiago, J. L. (2020). Teachers’ educational qualifications and their leadership expectations: A perspective from Philippine public schools. Journal of Educational Leadership and Management, 32(2), 66–80. https://doi.org/10.5678/jelm.2020.32204

Delos Santos, M. C., & Ramirez, L. G. (2020). Leadership preferences of early-career teachers: A case from urban public schools. Journal of Educational Leadership and Practice, 28(3), 55–69. https://doi.org/10.5678/jelp.2020.28303

Department of Education (DepEd) Order No. 2, s. 2015. National Adoption and Implementation of the Philippine Professional Standards for School Heads.

DepEd. (2020). Philippine Professional Standards for School Heads (PPSSH). Department of Education. https://www.deped.gov.ph

Garcia, J. L., & Tan, F. A. (2018). Leadership effectiveness and gender perception among teachers. Asian Journal of Educational Studies, 25(3), 56–70. https://doi.org/10.2345/ajes.2018.25305

Garcia, R. L., & Santos, E. F. (2020). The influence of in-service training on teachers’ expectations of school leadership. Asian Journal of Instructional Leadership, 31(1), 54–68. https://doi.org/10.2345/ajil.2020.31104

Garcia, R. P., & Rivera, A. F. (2019). New teacher perspectives on school head leadership: A Philippine study. Asian Journal of Educational Research and Development, 26(2), 71–85. https://doi.org/10.1234/ajerd.2019.26204

Garcia, R. P., & Santos, E. M. (2021). Leadership perceptions and performance evaluations in Philippine schools. Journal of School Leadership Studies, 35(2), 88–102. https://doi.org/10.1234/jsls.2021.35203

Garcia, R. P., & Tan, F. A. (2019). Generational perspectives on school leadership: A study of young teachers. Philippine Journal of Educational Leadership, 25(2), 55–68. https://doi.org/10.5678/pjel.2019.25203

Garcia, R. P., & Tan, F. A. (2019). Perceptions of school leadership based on teachers’ academic qualifications. Philippine Journal of Educational Policy and Practice, 26(3), 89–103. https://doi.org/10.1234/pjepp.2019.26305

Gunter, H. M. (2016). Leading Teachers: A Sociological Approach to Professional Learning and Development. Springer.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Huang, X., & Chiu, C. Y. (2019). Participative leadership and innovation: Exploring the role of employee involvement. Journal of Leadership and Organizational Studies, 26(3), 314–326. https://doi.org/10.1177/1548051819830182

Kumar, S., & Saini, M. (2020). The impact of participative decision-making on organizational commitment and employee motivation. Journal of Business Research, 72(1), 145–157. https://doi.org/10.1016/j.jbusres.2016.09.020

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077

Lopez, T. M. (2018). Evaluative leadership and its impact on teacher motivation. Asian Journal of Educational Administration, 25(4), 66–79. https://doi.org/10.7890/ajea.2018.25404

Lopez, T. M., & Garcia, R. P. (2019). Structured supervision and the perception of effective school leadership. Philippine Journal of Educational Supervision, 27(1), 58–72. https://doi.org/10.1234/pjes.2019.27104

Lopez, T. M., & Martinez, A. C. (2021). Educator development programs and evolving leadership ideals in the teaching profession. Journal of Contemporary Educational Practices, 35(1), 44–60. https://doi.org/10.8765/jcep.2021.35102

Lopez, T. M., & Reyes, L. M. (2020). Advanced degrees and leadership expectations: A study of graduate-educated teachers. International Journal of Educational Leadership Studies, 29(1), 71–86. https://doi.org/10.8765/ijels.2020.29104

Lopez, T. M., & Villanueva, A. M. (2021). Understanding novice teachers’ expectations of school leadership in public high schools. Philippine Journal of Educational Management, 34(1), 93–107. https://doi.org/10.2345/pjem.2021.34105

Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Learning from leadership: Investigating the links to improved student learning. Educational Administration Quarterly, 46(5), 1-34.

Martinez, A. C. (2018). Administrative support as perceived by new teachers: Leadership implications. International Journal of Teacher Development, 22(4), 77–89. https://doi.org/10.7890/ijtd.2018.22403

Martinez, A. C. (2020). Gender-inclusive leadership in education: Addressing teacher diversity. Philippine Journal of Educational Administration, 33(1), 43–59. https://doi.org/10.5678/pjea.2020.33102

Martinez, A. C. (2021). Leadership perceptions of postgraduate teachers in basic education. Asian Journal of Educational Research and Development, 35(1), 48–64. https://doi.org/10.2345/ajerd.2021.35103

Martinez, A. C., & Cruz, M. B. (2021). Leadership expectations of millennial teachers: A school climate perspective. Journal of Contemporary Education, 34(1), 88–101. https://doi.org/10.8765/jce.2021.34105

Martinez, A. C., & Dela Cruz, J. R. (2019). Performance-based supervision and educational leadership effectiveness. Philippine Educational Review, 30(3), 55–70. https://doi.org/10.2345/per.2019.30305

Martinez, A. C., & Tan, F. A. (2020). School culture and leadership style preferences among Filipino teachers. International Journal of Leadership in Education, 30(4), 91–105. https://doi.org/10.8765/ijle.2020.30402

Northouse, P. G. (2018). Leadership: Theory and Practice (8th ed.). Sage Publications.

Republic Act No. 4670, Magna Carta for Public School Teachers.

Republic Act No. 9155, Governance of Basic Education Act of 2001.

Reyes, L. M. (2021). Directive versus collaborative leadership: Teacher preferences and perceptions. Educational Insights Quarterly, 36(2), 80–94. https://doi.org/10.7890/eiq.2021.36205

Reyes, L. M., & Lopez, E. A. (2020). Digital age teachers and their leadership ideals: A generational view. Asian Journal of Educational Research, 30(4), 103–117. https://doi.org/10.1234/ajer.2020.30404

Reyes, L. M., & Santos, E. C. (2020). Role clarity and leadership effectiveness: Perspectives from beginning teachers. Journal of Contemporary Educational Leadership, 29(2), 102–117. https://doi.org/10.8765/jcel.2020.29206

Reyes, L. M., & Tan, F. A. (2018). Seminar-trained teachers and their views on administrative leadership. International Journal of Educational Research and Leadership, 25(4), 79–93. https://doi.org/10.1234/ijer.2018.25403

Reyes, T. M., & Dela Cruz, M. L. (2021). Understanding teacher expectations: Gender-based perceptions of ideal school leaders. International Journal of Gender and Education, 35(4), 101–117. https://doi.org/10.8765/ijge.2021.35406

Robbins, S. P., & Judge, T. A. (2019). Organizational behavior (18th ed.). Pearson Education.

Santos, M. T., & Delos Reyes, R. F. (2020). The generational gap in educational leadership: A case study of teacher perceptions. Journal of School Administration and Development, 28(3), 45–60. https://doi.org/10.2345/jsad.2020.28302

Santos, M. T., & Lopez, E. C. (2020). Gender dynamics in school leadership perceptions among Filipino teachers. Educational Perspectives in Leadership, 30(2), 61–75. https://doi.org/10.7890/epl.2020.30203

Smith, A. L., & Jackson, K. R. (2018). Employee involvement and its impact on organizational culture and performance. Management Decision, 56(2), 332–345. https://doi.org/10.1108/MD-10-2017-0906

Tan, F. A., & Reyes, L. M. (2020). Transactional leadership in public schools: Effects on performance and morale. International Journal of Leadership and Learning, 28(1), 44–60. https://doi.org/10.8765/ijll.2020.28103

Villanueva, A. M. (2018). Professional identity and age: How young teachers perceive leadership in schools. Educational Psychology and Leadership Studies, 22(1), 70–84. https://doi.org/10.7890/epls.2018.22103

Villanueva, A. M. (2020). Leadership in turnaround schools: A case for directive supervision. Educational Reform and Practice Journal, 33(2), 73–88. https://doi.org/10.5678/erpj.2020.33206

Villanueva, A. M., & Cruz, E. J. (2018). The impact of teacher education level on views of school leadership. Educational Research and Development Quarterly, 24(4), 55–68. https://doi.org/10.7890/erdq.2018.24403

Villanueva, A. M., & Santos, J. F. (2018). Leadership communication and its effect on teacher engagement. Asian Journal of Educational Studies, 25(3), 49–63. https://doi.org/10.2345/ajes.2018.25304

Wang, J., Hallinger, P., & Chen, H. (2018). The impact of leadership on teacher collaboration: A cross-national study. Leadership and Policy in Schools, 17(1), 98-122.

Wenner, J. A., & Campbell, T. A. (2017). The role of teacher leadership in improving student achievement: A critical review. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 90(3), 120-128.

Wilson, S., & Anderson, C. (2017). Empowerment and leadership development: Fostering decision-making skills in employees. Leadership & Organization Development Journal, 38(6), 809–821. https://doi.org/10.1108/LODJ-10-2016-0237