School leaders who fail to value their teachers well-being face professional relationships less effective and decrease the teams overall performance. Thus, this study aimed to determine the extent of public school heads leadership styles and the level of the teachers well-being to find the significant relationship between the public school heads leadership style and the teachers well-being and to identify which public school heads leadership style predicts singly or in combination the teachers well-being. This study employed the descriptive-correlational and causal design and utilized an adapted and modified questionnaire of De Guzman 2020 to get the needed data from the respondents for a total of one hundred thirty (130) teachers from Libona I and Libona II Districts through purposive universal sampling. Mean and Standard Deviation were utilized to get the extent of public school heads leadership style and the level of teachers well-being. Pearson r to get the significant relationship and multiple linear regression to identify which independent variable predicts singly or in combination the teachers well-being. Results showed that strategic leadership style of the public school heads are Most of the Time and at High Extent. Teachers Strongly Agree that their well-being aspects especially emotional well-being are Always Observed. Situational Leadership is a good predictor of Teachers well-being. Thus, public school heads are encouraged to give value to the teachers well-being.

Leadership Styles

Well-being