School Heads’ Leadership Styles and Teachers Teaching Performance: Its Influence on Effective Instructions
Abstract
This study determined the perceived leadership styles of school heads, assessed teachers’ teaching performance, examined the relationship between leadership styles and teaching performance, and proposed an intervention for effective instruction in public elementary schools in Daet North District, Division of Camarines Norte, during School Year 2025–2026. A quantitative descriptive-correlational research design was employed. A total of 366 teachers and master teachers participated in the assessment of school heads’ leadership styles, while 117 respondents consented to the use of their Individual Performance Commitment and Review Form (IPCRF) records. The leadership-style assessment was based on 366 respondents, whereas the correlation analysis was conducted using the 117 matched cases with both leadership-style and IPCRF data. Data were gathered through an adopted questionnaire and actual IPCRF records. Weighted mean, frequency, percentage, and Spearman’s rank correlation coefficient were used for data analysis. All six leadership styles were rated “Strongly Agree,” with instructional leadership obtaining the highest weighted mean of 3.61, followed by democratic leadership at 3.58 and delegative leadership at 3.57. Servant leadership obtained the lowest weighted mean of 3.44. Content Knowledge and Pedagogy had the highest proportion of Outstanding ratings at 97.44%, while Curriculum Planning, Assessment and Reporting and Personal Growth and Professional Development had the lowest proportions at 70.94% each. Significant weak negative associations were found between Community Linkages and Professional Engagement and five leadership styles: autocratic, democratic, instructional, servant, and delegative. Transformational leadership showed no significant association with any IPCRF domain. Based on the identified leadership indicators and performance areas, a three-day seminar-workshop on effective instruction was proposed to strengthen instructional support, professional development, and identified areas for improvement.