World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp,414-421
MARYGRACE D. RETUYA
Teacher at Masbate National Comprehensive High School, MAED
ABSTRACT
Leadership style is broadly defined as the manner and approach of providing direction, implementing plans, and motivating people (Northouse, 2018). As leaders in the field of education, the school heads have been entrusted with the responsibility of ensuring that the school runs efficiently and students are provided with the best and quality education that at the end become the indispensable workforce of the community and the country (Hardman, 2011). As a result, improving teacher effectiveness in expanding human resources this study aims to examine the correlation between leadership styles, teachers’ performance, and students’ achievement in order to provide insights that can guide future leadership practices in secondary schools such as Masbate National Comprehensive—where factors like school culture, available resources, and community involvement may influence outcomes.
This study employed a cross-sectional correlational design, which is appropriate for investigating the relationship between leadership styles of school leaders, as perceived by teachers, and their corresponding performance and student academic achievement.
Findings revealed that transformational Leadership ranked first with the highest mean score of 4.35 (SD = 0.07), indicating that teachers strongly agree on the frequent use of this style by their leaders, reflecting its very high adherence. However, in the teachers performance, Out of the total respondents, 86% (n = 18) of teachers received an Outstanding rating, demonstrating high level of performance and strong commitment to professional standards. Additionally in academic performance the data show that the majority of the students are performing within satisfactory to very satisfactory levels, with no students falling below the passing grade of 75. School. Findings suggest that while leadership style are perceived as very high adherence by teachers, there is no statistically significant correlation between any of the leadership styles and teachers’ performance as measured by their IPCRF ratings. The computed Pearson r value of -0.052 suggests a very weak negative correlation between the two variables. The negative sign implies an inverse relationship; however, the magnitude is too small to indicate any practical relationship.
Keywords: Leadership Styles, Teachers’ Performance, Students’ Academic Achievement, cross-sectional correlational
https://doi.org/10.65494/pinagpalapublishing.97
