Leadership Support and Employee Motivation in the Department of Education Cavite Elementary Schools–East Cluster: Inputs to Human Resource Development

Leadership support is recognized as a fundamental organizational factor influencing employee motivation, commitment, and performance, particularly in public educational institutions, where workforce engagement directly affects service delivery and organizational effectiveness. This study examined leadership support and employee motivation among personnel in selected public elementary schools within the Department of Education (DepEd) Cavite East Cluster as inputs for human resource development. Specifically, it assessed leadership support in terms of coaching and mentoring practices, feedback and performance appraisal, decision-making transparency, delegation and empowerment, communication and coordination, and recognition and reward systems. Employee motivation was evaluated in relation to the work environment and morale, opportunities for career advancement, training and professional growth, job security and stability, compensation and benefits, and organizational culture and sense of belonging. The study employed a descriptive-correlational research design involving 300 respondents, including administrative officers, teaching personnel, and non-teaching staff, selected through purposive sampling. Data were analyzed using frequencies, percentages, weighted means, Analysis of Variance (ANOVA), Pearson Product-Moment Correlation, and other appropriate statistical techniques. Findings revealed that leadership support and employee motivation were generally assessed at high levels, with significant positive relationships observed between the dimensions of leadership support and employee motivation. The results indicate that supportive leadership practices contribute substantially to creating a motivated, engaged, and productive workforce. The study concludes that strengthening developmental leadership practices, transparent communication, employee empowerment, and recognition systems can further enhance employee motivation and organizational effectiveness in public elementary schools. These findings provide empirical evidence that may guide leadership development initiatives and future human resource management interventions within the Department of Education.

leadership support; employee motivation; transformational leadership; public elementary schools

1. Adekiya, A. A. (2023). Job security and employee motivation in public organizations. International Journal of Public Administration, 46(8), 611–624. [Google Scholar] [Crossref]

2. Afota, M. C., Boudrias, J. S., & Gagnon, S. (2024). Workplace belongingness and employee engagement: A systematic review. Human Resource Development Review, 23(1), 45–71. [Google Scholar] [Crossref]

3. Alinsunurin, J. (2020). School learning climate in the lens of parental involvement and school leadership. Smart Learning Environments, 7(1), 1–17. [Google Scholar] [Crossref]

4. Armstrong, M. (2020). Armstrong's handbook of human resource management practice (15th ed.). Kogan Page. [Google Scholar] [Crossref]

5. Bakker, A. B., & Demerouti, E. (2023). Job demands–resources theory: Ten years later. Annual Review of Organizational Psychology and Organizational Behavior, 10, 25–53. [Google Scholar] [Crossref]

6. Bakker, A. B., & Demerouti, E. (2024). Job demands–resources theory: Frequently asked questions. Journal of Occupational Health Psychology, 29(3), 188–200. [Google Scholar] [Crossref]

7. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. [Google Scholar] [Crossref]

8. Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press. [Google Scholar] [Crossref]

9. Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage. [Google Scholar] [Crossref]

10. Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Psychology Press. [Google Scholar] [Crossref]

11. Bozer, G., & Jones, R. J. (2018). Understanding workplace coaching effectiveness: A systematic literature review. European Journal of Work and Organizational Psychology, 27(3), 342–361. [Google Scholar] [Crossref]

12. Burns, J. M. (1978). Leadership. Harper & Row. [Google Scholar] [Crossref]

13. Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2019). Organizational behavior: Improving performance and commitment in the workplace (6th ed.). McGraw-Hill. [Google Scholar] [Crossref]

14. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits. Psychological Inquiry, 11(4), 227–268. [Google Scholar] [Crossref]

15. Department of Education. (2020). Philippine Professional Standards for School Heads (PPSSH). Department of Education. [Google Scholar] [Crossref]

16. Department of Education. (2020). Philippine Professional Standards for Teachers (PPST). Department of Education. [Google Scholar] [Crossref]

17. Department of Education. (2022). Results-Based Performance Management System (RPMS) Manual for Teachers and School Leaders. Department of Education. [Google Scholar] [Crossref]

18. Department of Education. (2023). Basic Education Development Plan 2030. Department of Education. [Google Scholar] [Crossref]

19. Department of Education. (2024). National Educators Academy of the Philippines Professional Development Framework. Department of Education. [Google Scholar] [Crossref]

20. Gallup. (2019). It's the manager: Moving from boss to coach. Gallup Press. [Google Scholar] [Crossref]

21. George, J. M., & Jones, G. R. (2021). Understanding and managing organizational behavior (8th ed.). Pearson. [Google Scholar] [Crossref]

22. Greenleaf, R. K. (1977). Servant leadership. Paulist Press. [Google Scholar] [Crossref]

23. Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work (2nd ed.). John Wiley & Sons. [Google Scholar] [Crossref]

24. Hosen, M., Islam, M. S., & Rahman, M. M. (2023). Career development opportunities and employee motivation. International Journal of Organizational Analysis, 31(6), 1834–1852. [Google Scholar] [Crossref]

25. Hoy, W. K., & Miskel, C. G. (2021). Educational administration: Theory, research, and practice (10th ed.). McGraw-Hill. [Google Scholar] [Crossref]

26. Luthans, F. (2021). Organizational behavior (14th ed.). McGraw-Hill. [Google Scholar] [Crossref]

27. Maslow, A. H. (1954). Motivation and personality. Harper & Row. [Google Scholar] [Crossref]

28. Northouse, P. G. (2022). Leadership: Theory and practice (9th ed.). Sage. [Google Scholar] [Crossref]

29. OECD. (2023). Education at a glance 2023: OECD indicators. OECD Publishing. [Google Scholar] [Crossref]

30. Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2018). Recommendations for creating stronger organizational research. Annual Review of Organizational Psychology and Organizational Behavior, 5, 215–245. [Google Scholar] [Crossref]

31. Rafailes, M. C., & Monteroso, R. M. (2024). Mentoring practices and teacher professional development in Philippine public schools. Asia Pacific Journal of Educational Management Research, 9(1), 61–78. [Google Scholar] [Crossref]

32. Robbins, S. P., & Judge, T. A. (2021). Organizational behavior (18th ed.). Pearson. [Google Scholar] [Crossref]

33. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective. Guilford Press. [Google Scholar] [Crossref]

34. Schein, E. H., & Schein, P. (2021). Organizational culture and leadership (5th ed.). Wiley. [Google Scholar] [Crossref]

35. Schaufeli, W. B. (2021). Applying the Job Demands–Resources model. Organizational Dynamics, 50(2), 100823. [Google Scholar] [Crossref]

36. UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO. [Google Scholar] [Crossref]

37. UNESCO. (2024). Global education monitoring report 2024: Leadership in education. UNESCO. [Google Scholar] [Crossref]

38. World Bank. (2023). World Development Report 2023. World Bank. [Google Scholar] [Crossref]

39. Yukl, G. (2020). Leadership in organizations (9th ed.). Pearson. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study