Administrative Leadership Styles of School Heads and Teachers&rsquo; Performance Rating

Kirk Andrew  Abellanosa,

Administrative Leadership Styles of School Heads and Teachers’ Performance Rating

Discipline: Education

Abstract:

This study explores the relationship between the administrative leadership styles of school heads and the performance ratings of teachers, as measured by the Individual Performance Commitment and Review Form (IPCRF) for the 2022–2023 school year. The research focuses on five leadership styles: laissez-faire, democratic, autocratic, transformational, and transactional, and how these styles influence teacher performance. It also investigates the demographic profiles of school heads, including age, gender, educational attainment, years in teaching, years of service as administrators, and the number of seminars attended related to management. Using a descriptive-correlational research design, data was collected from 113 randomly selected school heads in Surigao del Sur. The study employed a researcher-developed questionnaire to gather information on leadership styles and teachers’ performance ratings. The findings reveal that the majority of school heads demonstrated a transformational and transactional leadership style, with a significant negative relationship between transactional leadership and teacher performance ratings. While no significant relationship was found between laissez-faire, democratic, and autocratic leadership styles and teacher performance, the results indicate that leadership style, particularly transactional, could impact teachers' effectiveness negatively. Additionally, demographic factors such as age and years of service were found to influence leadership style. These results underscore the importance of adopting leadership approaches that balance high standards with supportive strategies to foster a positive work environment and improve teacher performance. The study’s implications suggest that further leadership training and development programs for school heads could enhance leadership practices, improve teacher engagement, and ultimately elevate school performance.

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