Perceptions of Public School Teachers Toward Leadership Styles: A Comparative Study
Main Article Content
Chester S. Tabasa*
Mark Anthony N. Polinar
Candy H. Faculin
Alexander Franco A. Delantar
Leadership styles significantly influence teacher attitudes, organizational climate, and school performance by shaping school culture positively or negatively. This descriptive-comparative study examined which leadership styles public school teachers in Minglanilla District 1, Cebu Province viewed most favorably, comparing six approaches: autocratic, democratic, transformational, transactional, servant, and laissez-faire. Using stratified random sampling, 100 respondents completed a validated survey. Descriptive statistics identified prevalent leadership frameworks, while inferential tests (Friedman Test and Wilcoxon Signed-Rank Test with Bonferroni correction) compared differences across styles. Results showed teachers responded positively to transformational, servant, democratic, and charismatic leadership, while viewing autocratic and laissez-faire approaches less favorably. The Friedman Test revealed statistically significant differences in teachers' perceptions across all six leadership styles (p < .001). The Wilcoxon Signed-Rank Test with Bonferroni correction showed significant differences (p < .001) between autocratic leadership and positively perceived styles. Findings suggest effective school leadership combines participatory and empowering methods, fostering collaboration, boosting morale, and supporting professional development. The study emphasizes that relational and inclusive leadership approaches are crucial in Philippine public schools for creating favorable organizational climates and aligning with educational reforms and global quality education goals. This research highlights the importance of leadership styles that engage teachers as partners rather than subordinates, promoting collaborative environments that enhance educational outcomes.
Amin, H. (2023). Relationship between Strategic Leadership Styles of Head Teachers andSchool Performance at Secondary Level: A Preliminary Study. Sukkur IBA Journal of Educational Sciences and Technologies, 3(1), 94–105. https://doi.org/10.30537/sjest.v3i1.1245
Anteneh, A. M., & Gebremeskel, M. M. (2024). Laissez-faire and derailed leadership behavior as predictors of teachers’ social engagement with students and colleagues. International Journal of Leadership in Education, 1–25. https://doi.org/10.1080/13603124.2024.2334862
Baltovska, G. (2019). Decision-Making As A Significant Management Function Of The School Director. Facta Universitatis, Series: Teaching, Learning and Teacher Education, 061. https://doi.org/10.22190/FUTLTE1901061B
Berson, Y., Da’as, R., & Waldman, D. A. (2015). How Do Leaders and their Teams Bring about Organizational Learning and Outcomes? Personnel Psychology, 68(1), 79–108. https://doi.org/10.1111/peps.12071
Bwambale, A., Mulegi, T., & Bulhan, S. (2024). The Effect of Laissez-Faire Leadership Style on Academic Performance of Primary School Pupils in Selected Primary Schools in Kasese District. IAA JOURNAL OF EDUCATION, 10(1), 23–28. https://doi.org/10.59298/IAAJE/2024/10123.28
Emmanuel, O. (2022). Leadership Styles and Their Applications for Effective School Administration. International Journal of Scientific and Management Research, 05(02), 56–63. https://doi.org/10.37502/IJSMR.2022.5204
Ergen, H., Giliç, F., Yücedağlar, A., & İnandi, Y. (2025). Leadership styles and quiet quitting in school context: unveiling mobbing as a mediator. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1538444
Hallinger, P. (2003). Leading Educational Change: reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329–352. https://doi.org/10.1080/0305764032000122005
Hulpia, H., Devos, G., & Van Keer, H. (2009). The Influence of Distributed Leadership on Teachers’ Organizational Commitment: A Multilevel Approach. The Journal of Educational Research, 103(1), 40–52. https://doi.org/10.1080/00220670903231201
Ilavarasi, I. (2024). Enhancing Workplace Productivity: A Review of Effective Communication Techniques and Their Role in Fostering Team Collaboration and Conflict Resolution. International Journal for Multidimensional Research Perspectives, 2(4), 33–45. https://doi.org/10.61877/ijmrp.v2i4.132
Ishak, N., & Hamzah, M. I. M. (2018). Strategic Planning Practice and Decision Making Skill Amongst School Administrators. Advanced Science Letters, 24(1), 388–391. https://doi.org/10.1166/asl.2018.12017
Kamal, Z., Lamba, A. K., Faraz, F., Tandon, S., Datta, A., Ansari, N., Madni, Z. K., & Pandey, J. (2024). Effect of gamma and Ultraviolet-C sterilization on BMP-7 level of indigenously prepared demineralized freeze-dried bone allograft. Cell and Tissue Banking, 25(2). https://doi.org/10.1007/s10561-023-10103-2
Laghari, M. A., Jalil, A., Chachar, Z. A., & Gopang, A. S. (2024). Impact of Head Teachers’ Democratic Leadership Style on Teachers’ Performance at Public Secondary Schools. Progressive Research Journal of Arts & Humanities (PRJAH), 5(2), 157–168. https://doi.org/10.51872/prjah.vol5.Iss2.304
Ortiz, C., & De Jesus, L. (2024). School Principal’s Leadership Style and Teachers’ Job Performance: A Systematic Review of Literature. Journal of Interdisciplinary Perspectives, 2(8). https://doi.org/10.69569/jip.2024.0324
Repuela, M., De Los Santos, C. M., Viking, A. F., & Polinar, M. A. (2024). Leadership Traits and Academic Performance of Grade 12 Accountancy, Business, and Management Students of Mabolo National High School. Journal of Interdisciplinary Perspectives, 2(7). https://doi.org/10.69569/jip.2024.0245
Sacriz, J. P., & Tagadiad, C. L. (2024). The Influence of Servant Leadership and Teachers’ Goal Orientation on Work Engagement among Elementary Public School Teachers in Tagum City. International Journal of Research and Innovation in Social Science, VIII(V), 2299–2312. https://doi.org/10.47772/IJRISS.2024.805167
Sila, I. M., Sutika, I. M., Winaya, I. M. A., Sudiarta, I. N., Sujana, I. G., & Rai, I. B. (2023). The Effect of Strategic and Directive Leaderships on School Leader’s Performance. Jurnal Pedagogi Dan Pembelajaran, 6(1), 25–30. https://doi.org/10.23887/jp2.v6i1.57599
Susmi, S., Suhaimi, S., & Metroyadi, M. (2023). Implementation of Strategic Management towards Competitive School Development (Multisite Study at Smp Negeri 1 and Smp Negeri 6 Banjarmasin). International Journal of Social Science and Human Research, 06(06). https://doi.org/10.47191/ijsshr/v6-i6-38
Tihazanah, Putra, M., & Sari, S. M. (2024). Analysis of Charismatic Leadership Style Implementation by School Principals in Enhancing Teacher Performance and Professionalism: A Study of 61 Elementary Schools. Jurnal Komunikasi Pendidikan, 8(1), 108–115. https://doi.org/10.32585/jurnalkomdik.v8i1.5408
Van der Hoven, A. G., Mahembe, B., & Hamman-Fisher, D. (2021). The influence of servant leadership on psychological empowerment and organisational citizenship on a sample of teachers. SA Journal of Human Resource Management, 19. https://doi.org/10.4102/sajhrm.v19i0.1395
Yalçınkaya, S., Dağlı, G., Altınay, F., Altınay, Z., & Kalkan, Ü. (2021). The Effect of Leadership Styles and Initiative Behaviors of School Principals on Teacher Motivation. Sustainability, 13(5), 2711. https://doi.org/10.3390/su13052711
Yea, P., Hum, C., Chea, S., Bou, D., Chheav, R., Dul, V., & Sam, R. (2024). Autocratic Leadership Style in Higher Education Institutions: A Systematic Literature Review. European Journal of Arts, Humanities and Social Sciences, 1(6), 88–96. https://doi.org/10.59324/ejahss.2024.1(6).10
Yu, T. (2021). Impact of Educational Leadership Styles on Academic Performance Management in Pakistan. International Journal of Creative Research Thoughts (IJCRT), 9(3).
Yu, X., & Jang, G. (2024). A framework for transformational leadership to enhance teacher’s work performance. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1331597
Zapata, R. E., Guerrero, E. C., Ortiz, E. G., & Andrade, J. M. (2022). Decision-making in organizations: process and strategies. Data and Metadata, 1, 19. https://doi.org/10.56294/dm202219
Zhu, J., Yao, J., & Zhang, L. (2019). Linking empowering leadership to innovative behavior in professional learning communities: the role of psychological empowerment and team psychological safety. Asia Pacific Education Review, 20(4), 657–671. https://doi.org/10.1007/s12564-019-09584-2
