Leadership Behaviors of School Heads and Teachers’ Performance in Bacolod City

This study investigated the leadership behaviors of school heads and the performance of public elementary school teachers in selected schools in a District of Bacolod City during School Year 2024–2025. Specifically, it examined leadership behaviors in human relations, trust and decision-making, instructional leadership, and conflict resolution, and analyzed their relationship with teachers’ performance, as measured by the Individual Performance Commitment and Review Form (IPCRF). The study employed a quantitative descriptive–comparative and correlational research design, utilizing a validated leadership behavior questionnaire and official IPCRF ratings. A total of 235 teacher-respondents were selected through stratified random sampling. Data were analyzed using descriptive statistics, mean and standard deviation, nonparametric statistics, the Mann-Whitney U test, Kruskal-Wallis test, and Spearman’s rank correlation coefficient. Results revealed that school heads’ leadership behaviors were perceived at a very high level across all domains, with trust and decision-making obtaining the highest ratings. Teachers’ performance was also rated at a very high level, indicating consistent compliance with the Philippine Professional Standards for Teachers. Significant differences in teacher performance were observed by age and sex. Moreover, the findings showed a significant relationship between leadership behaviors and teachers’ performance, with human relations and instructional leadership positively associated with teacher effectiveness. Based on the results, an Enhancement Program for Strengthening Teachers’ Performance was proposed. The study highlights the important role of instructional and people-centered leadership in relation to teacher performance.

School Head’s Leadership Behavior, Teacher’s Performance, Philippine Professional Standards for Teachers, Quantitative Descriptive–Comparative-Correlational, Division of Bacolod City.

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