Education
Volume: 127 , Issue: 1 , June Published Date: 28 June 2023
Publisher Name: IJRP
Views: 311 , Download: 216 , Pages: 528 - 536
DOI: 10.47119/IJRP1001271620235061
Publisher Name: IJRP
Views: 311 , Download: 216 , Pages: 528 - 536
DOI: 10.47119/IJRP1001271620235061
Authors
| # | Author Name |
|---|---|
| 1 | Donnabel B. Perez |
| 2 | Agripina F. Banayo Ed.D |
Abstract
This study aimed to determine the relationships between leadership practices and management behavior of school heads and their impact on the quality service and performance of teachers. The Descriptive-Correlational Design which involved the participation of the teacher-respondents from public elementary schools in Dapdapan District, the survey questionnaire assesses leadership practices and management behaviors, provide a deeper understanding of the experiences and perceptions of both school heads and teachers. The respondents of the study were one hundred four (104) public teachers from public elementary school. The researcher used the simple random sampling in the selection of the respondents. The main instrument of this study is a survey questionnaire that has connection to the variables of the study. Preliminary findings indicate that strong and effective leadership practices, such as mentor-mentee relationship, promotion of relationships, cooperation and competition and real time feedback influence the quality service and performance of teachers. Furthermore, management behaviours related to motivation, group dynamics, personal psychology and efficient process significantly to the quality service and performance of teachers. School heads who provide teachers with adequate resources, encourage continuous professional development, and transparent evaluation systems create an environment that supports teacher growth and improves their performance. This study has implications for educational policymakers, school administrators, and leadership development programs. Understanding the crucial role of school heads in enhancing teacher performance can guide the development of effective leadership training programs and inform strategies for improving the overall quality of education. By adopting best practices identified in this research, educational institutions can foster a culture of continuous improvement and provide quality of service to students through the professional growth and development of their teachers.