Leadership Styles of Administrators in Public Secondary Schools of Cavite in Relation to Teachers' Morale: Implication towards Effective Implementation of the K to 12 Education Program

Abstract

INTRODUCTION

Educating a nation remains the most vital strategy for the development of the society throughout the developing world (Nsubuga, 2008). In this extremely dynamic field of education, the role of the principal is no longer focused on simply managing the school and the teachers. Building a positive and harmonious relationship between administrators and teachers goes a long way in building positive culture in the school (Escuadro, 2014). Leadership comportment undoubtedly influences the self-esteem of the teachers. Indisputably, a positive, harmonious relationship could bring about positive result. Thus, improving teachers' morale and encouraging teachers' empowerment are important. This study was undertaken to describe and assess the leadership styles of administrators in public secondary schools in the Schools Division of Cavite and correlate them with teachers' morale. Specifically, the study focused on the three leadership styles which are Autocratic or authoritarian, participative or democratic, and laissez-faire or delegative which also served as the basis in identifying the level of teachers' morale.

METHODS

A descriptive-correlational method was used to determine the significant relationship between the two variables based on the perceptions of the respondents.

RESULTS

The study revealed that there is a significant relationship between principals' leadership style and teachers' morale as rated by the teacher respondents.

DISCUSSIONS

The researcher recommends to enhance and strengthen the principals' leadership styles and teachers' morale through strategic planning seminars and workshops or an organizational development program should be undertaken. Whereby, principals should pave the way and exert effort in elevating the teachers' morale.