LEADERSHIP STYLE AND SCHOOL CULTURE AS PREDICTORS OF JOB SATISFACTION OF TEACHERS.

Education

This study determined the relationship between leadership styles, school culture, and teachers’ job satisfaction in selected private Senior High Schools in Tagum City. Specifically, it examined leadership styles in terms of authoritative, democratic, and laissez-faire leadership; school culture in terms of professional collaboration, affiliative collegiality, and self-determination/efficacy; and teachers’ job satisfaction in terms of security, work environment, job responsibilities, and community linkages. The study employed a quantitative descriptive-correlational research design and involved Senior High School teachers from selected private schools in Tagum City. Data were collected using adapted and validated survey questionnaires and analyzed using appropriate descriptive and inferential statistical tools. Findings revealed that democratic leadership was the most evident leadership style among school heads, while school culture was generally perceived positively across all dimensions. Teachers were likewise found to be generally satisfied with their jobs, particularly in relation to their professional responsibilities and opportunities to perform meaningful work. However, the results indicated that neither leadership styles nor school culture had a significant relationship with teachers’ job satisfaction. The study concluded that although teachers viewed democratic leadership and positive school culture favorably, these factors were not significant determinants of their overall job satisfaction. The findings suggest that other organizational and personal factors, such as compensation, career advancement opportunities, workload, employment security, and working conditions, may play a more substantial role in shaping teachers’ satisfaction with their profession. It is therefore recommended that school administrators continue promoting supportive leadership practices and positive school cultures while also implementing strategies that address teachers’ professional needs and overall well-being.

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