SCHOOL PRINCIPALS AND HEAD TEACHERS’ LEADERSHIP STYLES AND JUNIOR HIGH SCHOOL TEACHERS’ PERFORMANCE

AUTHOR(S)

RONELLA G. ARREZA

ABSTRACT

This study determined the significant relationship between the School Principal and Head Teacher’s leadership styles and Junior High School teachers’ performance in New Ormoc City National High School, Schools Division of Ormoc City. A proposed enhancement plan for the leaders and teachers will be formulated based on the result of the study. A descriptive-correlational design was used in this study to investigate the relationship between School Principal and Head Teacher’s supervisory Leadership Style in relation to the performance of teachers. This design makes it possible to evaluate both variables in a methodical manner, which makes it easier to investigate any possible correlations between them. This study attempts to clear or validate the degree to which supervisory leadership styles relates to the performance of teachers. The performance of junior high school teachers was compared to the supervisory leadership styles of head teachers and school principals in this study using a descriptive-correlational research approach. The computed correlation coefficient signifies a strong positive relationship between leadership styles and teacher performance, leading to the rejection of the null hypothesis (Ho). This finding indicates that effective leadership practices are closely linked to enhanced performance among teachers, underscoring the importance of leadership in educational settings. Such a strong correlation suggests that as leadership styles become more effective, teachers’ performance in the COT improves correspondingly. In addition to the relationship between leadership styles and teacher performance, the results also reveal a significant correlation (0.80) between the performance of COT teachers and the performance of master teachers, further reinforcing the idea that effective teaching is a collective endeavor. The decision to reject the null hypothesis in this case indicates that higher performance among master teachers is associated with improved performance in COT teachers. This finding highlights the importance of mentorship and collaborative practices in educational settings, where experienced educators can influence and elevate the teaching capabilities of their peers. Moreover, the relationship between the performance of COT teachers and master teachers highlights the importance of collaborative professional development. The mentorship provided by master teachers can foster an environment of shared learning, where COT teachers can enhance their instructional practices through guidance and support. The results from Table 4 indicate significant and strong relationships between leadership styles and teacher performance, as well as between the performance of COT teachers and master teachers. These findings underscore the interconnected nature of leadership and teaching effectiveness, highlighting the necessity for educational leaders to adopt practices that foster collaboration and support among teachers. By promoting effective leadership and mentorship, educational institutions can create a culture of excellence that enhances the overall quality of teaching and learning. The results implied that DepEd should prioritize effective leadership development and mentorship programs. Leaders who adopt transformational leadership styles can significantly influence teacher performance, leading to enhanced educational outcomes. Additionally, fostering collaboration between experienced master teachers and COT teachers can create a supportive environment conducive to professional growth. Keywords — Leadership StylesTeachers’ Performance School Principal Head Teachers