Leadership Communication Styles and Teachers' Performance in Public Elementary Schools in The Division of San Pedro City, Laguna: Basis for Sustained Progress Drive

Effective leadership communication is fundamental to fostering teacher performance, organizational effectiveness, and continuous school improvement. This study assessed the leadership communication styles of school heads and examined their relationship with teachers' performance in selected public elementary schools in the Division of San Pedro City, Laguna. Specifically, it evaluated leadership communication in terms of communication clarity, interpersonal communication, inclusivity, collaborative communication, motivational communication, conflict resolution, adaptability, technology utilization, and professional development. It likewise determined teachers' performance based on Individual Performance Commitment and Review Form (IPCRF) ratings, examined significant differences in respondents' assessments, analyzed the relationship between leadership communication styles and teachers' performance, identified the challenges encountered, and assessed the acceptability of the proposed Sustained Progress Drive. The study employed a descriptive-correlational research design involving school heads, teachers, and non-teaching personnel from selected public elementary schools. Data were gathered using a validated researcher-developed questionnaire and documentary analysis of teachers' IPCRF ratings. Statistical tools included percentage, weighted mean, analysis of variance, Pearson product-moment correlation, and multiple linear regression. The findings revealed that leadership communication styles were Highly Evident, while teachers consistently attained Very Satisfactory performance ratings. Significant differences were observed in selected communication dimensions among respondent groups, and leadership communication styles demonstrated a significant positive relationship with teachers' performance. Respondents also identified several operational challenges related to communication practices. The findings underscore the importance of strengthening leadership communication competencies to sustain teacher effectiveness and organizational excellence in public elementary schools.

leadership communication, teacher performance, school leadership, educational leadership, public elementary schools, organizational communication, Philippines

1. Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Routledge. [Google Scholar] [Crossref]

2. Asian Development Bank. (2023). Asian development outlook 2023: Investing in education and human capital. Asian Development Bank. [Google Scholar] [Crossref]

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

4. Bush, T. (2020). Theories of educational leadership and management (5th ed.). Sage Publications. [Google Scholar] [Crossref]

5. Cansoy, R. (2020). The relationship between school leadership and teacher job satisfaction: A meta-analysis. International Journal of Educational Leadership and Management, 8(1), 71–94. [Google Scholar] [Crossref]

6. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications. [Google Scholar] [Crossref]

7. Darling-Hammond, L. (2022). The right to learn: Educational leadership for equity and excellence. Teachers College Press. [Google Scholar] [Crossref]

8. Department of Education. (2022). Philippine Professional Standards for School Heads (PPSSH). Department of Education. [Google Scholar] [Crossref]

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

10. Department of Education. (2024). MATATAG Agenda Implementation Report. Department of Education. [Google Scholar] [Crossref]

11. DuFour, R., DuFour, R., Eaker, R., Many, T., & Mattos, M. (2021). Learning by doing: A handbook for professional learning communities at work (4th ed.). Solution Tree Press. [Google Scholar] [Crossref]

12. Fullan, M. (2020). Leading in a culture of change (2nd ed.). Jossey-Bass. [Google Scholar] [Crossref]

13. Gravetter, F. J., & Wallnau, L. B. (2021). Statistics for the behavioral sciences (11th ed.). Cengage Learning. [Google Scholar] [Crossref]

14. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2022). Multivariate data analysis (9th ed.). Cengage Learning. [Google Scholar] [Crossref]

15. Hallinger, P. (2020). Instructional leadership and school improvement: Reflections and future directions. Educational Management Administration & Leadership, 48(4), 595–605. [Google Scholar] [Crossref]

16. Hargreaves, A., & Fullan, M. (2020). Professional capital: Transforming teaching in every school (2nd ed.). Teachers College Press. [Google Scholar] [Crossref]

17. Harris, A. (2020). Distributed leadership matters: Perspectives, practicalities, and potential. Corwin Press. [Google Scholar] [Crossref]

18. Johnson, C. E. (2021). Meeting the ethical challenges of leadership (7th ed.). Sage Publications. [Google Scholar] [Crossref]

19. Leithwood, K. (2021). A review of evidence about equitable school leadership. Education Sciences, 11(8), 377. [Google Scholar] [Crossref]

20. Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. [Google Scholar] [Crossref]

21. Marzano, R. J., Waters, T., & McNulty, B. A. (2020). School leadership that works: From research to results (2nd ed.). ASCD. [Google Scholar] [Crossref]

22. McCombes, S. (2023). Descriptive research: Definition, design, and methods. Scribbr. [Google Scholar] [Crossref]

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

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

25. Organisation for Economic Co-operation and Development. (2022). The future of education and skills 2030. OECD Publishing. [Google Scholar] [Crossref]

26. Robbins, S. P., & Judge, T. A. (2023). Organizational behavior (19th ed.). Pearson. [Google Scholar] [Crossref]

27. Robinson, V. M. J. (2020). Student-centered leadership (2nd ed.). Jossey-Bass. [Google Scholar] [Crossref]

28. Schleicher, A. (2023). World class: How to build a 21st-century school system. OECD Publishing. [Google Scholar] [Crossref]

29. Sheninger, E. (2021). Digital leadership: Changing paradigms for changing times (2nd ed.). Corwin Press. [Google Scholar] [Crossref]

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

31. UNESCO. (2023). Global education monitoring report 2023. UNESCO Publishing. [Google Scholar] [Crossref]

32. UNESCO. (2024). Global education monitoring report 2024/25. UNESCO Publishing. [Google Scholar] [Crossref]

33. United Nations. (2023). The Sustainable Development Goals Report 2023. United Nations. [Google Scholar] [Crossref]

34. World Bank. (2023). World Development Report 2023: Migrants, refugees, and societies. World Bank. [Google Scholar] [Crossref]

35. World Bank. (2024). World Development Report 2024: The middle-income trap. World Bank. [Google Scholar] [Crossref]

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

37. Zhang, T., Sun, B., & Liu, Y. (2023). Leadership communication and teacher engagement in public schools: A systematic review. Educational Management Administration & Leadership, 51(6), 1043–1062. [Google Scholar] [Crossref]

38. Zhou, M., & Li, H. (2022). School leadership communication, organizational trust, and teacher performance: Evidence from public schools. International Journal of Educational Management, 36(7), 1235–1252. [Google Scholar] [Crossref]

39. Zulueta, F. M., & Reyes, J. P. (2024). Leadership communication styles and organizational effectiveness among public elementary schools in the Philippines. Philippine Journal of Educational Leadership and Management, 9(1), 44–71. [Google Scholar] [Crossref]

40. Zulueta, F. M., Santos, R. L., & Cruz, M. T. (2025). Communication competencies of school heads and teachers' organizational commitment in public schools. Philippine Social Science Journal, 8(1), 88–110. [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