LEADERSHIP BEHAVIORS AND STYLES OF SCHOOL LEADERS AS PREDICTORS OF TEACHERS WORK ENGAGEMENT

Teacher Education

This study examined the influence of school leaders' leadership behavior and style on the work engagement of public-school teachers in the East and West Districts of Nabunturan, Davao de Oro. Specifically, it aimed to determine the levels of teachers' work engagement (vigor, dedication, and absorption), leadership behavior (task-oriented and relationship-oriented), and leadership style (transformational, transactional, and laissez-faire). The study investigated the relationships between leadership behavior and style and teachers' work engagement, as well as the extent to which the independent variables predict the dependent variables. The study employed quantitative, descriptive-correlational research design, using adapted survey questionnaires on a 4-point Likert scale. A total of 120 teacher-respondents were selected through stratified, proportionate sampling from 12 participating schools, comprising six from the East District and six from the West District. Each district included three elementary schools and three junior high schools. Data were analyzed using means, Pearson's correlation, and multiple regression. Correlation analysis showed a significantly positive relationship between task-oriented and relationship-oriented leadership behaviors and transformational, transactional, and laissez-faire leadership styles with teachers' level of work engagement. Results further showed a significant relationship between school leaders' leadership behavior and style, and teachers' work engagement, whereas, in multiple regression findings, task-oriented leadership behavior is the domain predictor of teachers' work engagement, and in leadership style, transformational and laissez-faire are the domain predictors of teachers' work engagement, which were found to influence teachers' work engagement significantly. These findings highlight the crucial role of effective leadership in fostering greater teacher engagement in public schools.

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