MINDFUL LEADERSHIP AND TEACHER MORALE IN PUBLIC ELEMENTARY SCHOOLS OF BISLIG 2A DISTRICT, BISLIG CITY DIVISION: A DESCRIPTIVE-CORRELATIONAL APPROACH

Education

This study examined the relationship between mindful leadership and teacher morale in public elementary schools within Bislig 2A District, Bislig City Division. The research explored how school heads’ levels of mindful leadership—characterized by present-moment awareness, emotional regulation, compassion, and attentive communication—relate to the morale of the teachers they supervise. Using a descriptive-correlational research design, the study involved 59 teachers across several elementary schools in the district. Data were gathered using validated survey instruments measuring mindful leadership practices and levels of teacher morale. Statistical tools, including weighted mean and Pearson’s r, were utilized to determine the degree of leadership mindfulness and teacher morale, as well as the significance of their relationship. Findings revealed that school heads demonstrated a high level of mindful leadership, particularly in the dimensions of awareness, empathy, and intentional action. Parallel to this, teachers also reported high morale, reflected in strong professional commitment, job satisfaction, collegial relationships, and optimism toward their work. The analysis further showed a significant positive correlation between mindful leadership and teacher morale, indicating that when school leaders demonstrate mindfulness in their leadership practices, teachers tend to feel more valued, supported, and motivated. The study concludes that mindful leadership plays a crucial role in fostering positive school climate, enhancing teacher well-being, and sustaining motivation in public elementary schools. It recommends integrating mindfulness-based leadership training in professional development programs for school heads and strengthening support systems that enhance teachers’ work experiences. The findings contribute to the growing body of literature on mindful leadership in the educational context and its implications for teacher retention, school climate, and organizational health.

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