Leadership Styles of School Heads and Performance of Teachers in Eastern Samar Division

Abstract

This study investigates the school heads' leadership styles and their teachers' individual performance commitment and review-based work performance in the division of Eastern Samar. A survey questionnaire was analyzed for the 50 school head respondents, utilizing interquartile, range, median, and multiple hierarchical regression analysis at a 0.05 significance level. The findings revealed that school heads of all four leadership styles, namely transformational, transactional, authoritative, and laissez-faire are highly evident among school heads. However, it is noted that their perceptions are somehow highly dispersed in terms of authoritative leadership which implies that school heads are somehow moving out from the traditional approach to management. Second, the respondents have shown a very satisfactory level of work performance, despite the prevalence of pandemic and modular distance learning. However, the combinations of all the leadership styles employed by school heads significantly predict the level of work performance. Surprisingly, transactional leadership negatively impacts teachers' work performance despite the models. It can be inferred a direct influence brought by various leadership styles among school leaders to the total performance of their teaching qualities. Therefore, the researcher recommends extending the investigation to secondary school heads to validate the findings further.