Poor leadership behavior of school heads results in ineffective classroom instructions and hesitations of teachers to enhance their skills, pedagogies, and strategies that sprout low-performing learners. Thus, this mixed method explanatory sequential study provide further explanation about the professional development promotion and the leadership behavior of school heads. Data were obtained using adapted survey questionnaire administered to the 210 basic education teachers in the quantitative phase and randomly selected five participants for in-depth interview of the three city divisions of region XI. Results revealed that the level of professional development promotion is high. The school heads leadership behavior is very high. There is a significant positive relationship between variables. The informants disclosed the school culture where school heads work together with teachers to achieve school goals and their school principals motivate and inspire them to excel in their fields and facilitate their growth by offering equal opportunities. The findings imply that although there is already a high provision of seminars and training for teachers, however, there is a need for constant monitoring of its classroom application by the school heads. This also offer insights of the needs of the teachers and leadership trait of school heads towards advancing their professional abilities. This can be a benchmark for future studies considering the MATATAG agenda and inclusive education policy.

EDUCATIONAL MANAGEMENT

PROFESSIONAL DEVELOPMENT PROMOTION

LEADERSHIP BEHAVIOR