Leadership Style, Ethical Behavior and Job Satisfaction of Public Secondary School Principals: Basis for School Development Plan

Abstract

INTRODUCTION

The researcher assessed the leadership styles and ethical behavior manifested by the principal and how it affects the job satisfaction of teachers.

METHODS

Descriptive survey method was participated by 41 school principals, 1738 teachers, and 386 community respondents, SY 2015-2016. They are randomly selected from different public secondary schools in Laguna specifically Binan City, Calamba City, San Pablo City, San Pedro City, and Sta Rosa City.

RESULTS

The transformational and transactional leadership style of the principals were frequently observed. Most of them manifest idealized influence and inspirational motivation to their teachers and frequently give contingent rewards. Their ethical values were observed with high regard of interpersonal relationship, work values, task direction, and communication system. There is a significance in the regression analyses of principals' leadership styles and ethical behaviors as predictors of job satisfaction among teachers. There is a strong positive relationship of the job satisfaction of teachers to the ethical behavior and a moderate positive relationship to the leadership styles.

DISCUSSIONS

In promoting the teacher's job satisfaction, school principals should consider what particular or combination of transformational and transactional leadership styles may be good in addressing teachers' intrinsic and extrinsic job needs. It is also important for principals to know how they should act in the school to show their positive ethical behavior towards workmates to promote highly satisfied teachers who will perform better in their work field. This will improve the job satisfaction of teachers.