IMPACT OF SCHOOL PRINCIPALS' LEADERSHIP STYLES ON TEACHERS' PERFORMANCE AND MOTIVATION

Education

This study examined the leadership styles of school heads and their relationship to teacher motivation and performance in the secondary schools of Maragusan District, Division of Davao de Oro, Philippines. Using a quantitative descriptive–correlational design, data were collected from 161 teachers. Respondents were selected through stratified random sampling across seven secondary schools. Structured questionnaires measured leadership styles, motivation, and performance. Results showed that school heads predominantly practiced democratic leadership. Teachers reported high motivation and consistently strong performance. No significant relationship was found between leadership styles and either motivation or performance, suggesting that these outcomes were influenced more by professional development, work conditions, and institutional standards. Leadership reassignment policies under DepEd Order No. 7, s. 1999, likewise did not affect teachers’ motivation or performance. Teachers’ motivation and performance were shaped primarily by contextual and organizational factors rather than leadership style. The study highlights the importance of sustained professional development and supportive environments in maintaining teacher effectiveness despite leadership transitions.

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