Principals’ Leadership Styles and Teachers’ Performance in the Division of Paranaque City

Abstract

The purpose of this study was to determine the relationship between the principal’s performance and leadership styles to teachers’ performance in public elementary schools in the Division of Parañaque during the school year 2016-2017. This research reviewed three recent and widely utilized leadership styles; transformational, transactional, and distributed leadership. Selected teachers and all principals in District 3 of Parañaque were the respondents of this study. A teacher-made instrument determining the leadership styles of the principals were used to collect the needed data. Data collection was performed during the school year 2016-2017. The findings revealed that out of five (5) principals in District 3 of Parañaque, three (3) of them obtained Outstanding (O), and two (2) obtained Very Satisfactory (VS) in their performance rating. On the other hand, most of the teacher-respondents or 87.67% of the total samples obtained a very satisfactory rating, 8.03% obtained satisfactory, while 7.30% obtained outstanding. Principals in District 3 of Parañaque also practice Transformational Leadership frequently. However, their teachers believe that their principals practice this type of leadership style always. Same results were expressed by the teacher and principal-respondents for Transactional and Distributed Leadership styles. Results also provided evidence that leadership styles of principals and performance of the teachers have no significant relationship. There was also a weak negative correlation between their principals’ leadership styles and their performance. In the light of the foregoing findings, the following conclusions were drawn: 1) all public elementary school principals from District 3 of Parañaque practice transformational, transactional, and distributed leadership styles. 2) The performance ratings of the teachers based on RPMS-IPCRF are Outstanding (O), Very Satisfactory (VS) and Satisfactory (S); and 3) there is no significant relationship between the leadership styles of the principals and teachers’ performance. Therefore, leadership styles of principals cannot be used as a gauge in determining the performance of the teachers.