LEADERSHIP QUALITIES AND ADMINISTRATIVE SUPPORT ON TEACHER PROFESSIONAL DEVELOPMENT : A QUALITATIVE STUDY

PROFESSIONAL TEACHER

This quantitative-correlational study examined how leadership qualities and administrative support influence teacher professional development among 140 public elementary school teachers in the District of New Bataan, Davao de Oro. Guided by Bass’s Transformational Leadership Theory, the study assessed four leadership indicators, creativity and excellence, development, influence and inspiration, and decision-making, and four administrative support indicators, emotional, instructional, environmental management, and technical. Results showed that both leadership qualities and administrative support were rated positively, with technical and instructional support emerging as the highest. Teachers reported strong engagement in professional development, especially in classroom-based learning and content-focused activities. Significant positive relationships were found between leadership qualities (r = 0.235, p < 0.05) and administrative support (r = 0.637, p < 0.001) with teacher professional development. Notably, regression analysis identified development as a significant predictor among leadership indicators (p = 0.015), while managing the environment and technical support were the strongest predictors among administrative support indicators (p < 0.001). These findings underscore the importance of fostering supportive leadership and robust administrative systems to enhance teacher growth and professional learning, especially in rural school contexts.

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