Leadership Behaviors of School Heads and its Influence on Teachers’ Motivation
DOI:
https://doi.org/10.69569/jip.2025.776Keywords:
Educational management, Management behavior, School leadership, Teacher engagement, Teacher motivationAbstract
This study investigated the management behavior of elementary school heads and teachers' motivation in Esperanza District III, Sultan Kudarat Division. The research aimed to determine the extent of school heads’ management behavior, the level of teachers’ motivation, and the relationship between these two variables. Employing a descriptive correlational survey design, data were collected from elementary school heads and teachers. Results revealed that school heads' management behavior was evident, indicating consistent demonstration of effective leadership and organizational skills. Similarly, teachers’ motivation was highly evident, reflecting strong intrinsic and extrinsic motivators in the work environment. Correlation analysis showed a significant positive relationship between school heads' management behavior and teachers’ motivation, suggesting that improvements in management behavior correspond to increased teacher motivation. The findings emphasize the crucial role of effective school leadership in fostering a motivated teaching staff. Recommendations include continuous leadership training for school heads, the implementation of feedback and appreciation programs, and the fostering of collaborative environments to sustain and enhance teacher motivation. This study contributes to the field of educational leadership by empirically demonstrating the intrinsic link between administrative behavior and faculty morale in elementary education.
Downloads
References
Abdullah, T., Khan, M.I., Shah, S.M., & Ullah, S. (2025). Intrinsic and extrinsic factors affecting job satisfaction: A comparative study of public and private primary school teachers. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.5312940
Bojos, W., Dayon, E., Maranga, A., & Trinidad, A. (2025). Personal characteristics and instructional competence of public elementary school teachers. Asian Journal of Education and Social Studies, 51(11), 686–698. https://doi.org/10.9734/ajess/2025/v51i112644
Brondolo, E. (2021). Theory of the problem: Understanding research designs. Psychology Research Methods, 171–205. https://doi.org/10.1016/b978-0-12-815680-3.00008-6
Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Duran, C., & Barlas, P. (2025). Leading with impact: The relationship between school heads’ multifactor leadership styles and teachers’ job satisfaction in public secondary schools. British Journal of Teacher Education and Pedagogy, 4(6), 01–14. https://doi.org/10.32996/bjtep.2025.4.6.1
General, L., & Pua, E. (2024). Leadership practices of school heads and work task motivation as predictors of teachers’ behavior. European Journal of Education Studies, 11(11). https://doi.org/10.46827/ejes.v11i11.5647
Jud, J., Hirt, C.N., Rosenthal, A., & Karlen, Y. (2023). Teachers’ motivation: Exploring the success expectancies, values and costs of the promotion of self-regulated learning. Teaching and Teacher Education, 127, 104093. https://doi.org/10.1016/j.tate.2023.104093
Lamcja, D. (2024). Boosting teacher motivation and performance with transformational leadership in education. International Journal of Science and Research (IJSR), 13(2), 103-107. https://doi.org/10.21275/sr24116024616
Liu, Y., Bellibaş, M.Ş., & Gümüş, S. (2020). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430-453. https://doi.org/10.1177/1741143220910438
Ng, A.Y. (2022). Teacher leadership in teacher development for school improvement and student achievement. Handbook of Research on Teacher Education, 901-918. https://doi.org/10.1007/978-981-16-9785-2_46
Palomar, E.M., Almerez, Q.L., Ynion, L., Josol, J., & Trinidad, A. (2025). A mixed-method study on the work ethics of pre-school teachers in public schools: Insights from Digos City division. Journal of Interdisciplinary Perspectives, 3(7). https://doi.org/10.69569/jip.2025.285
Pardosi, J., & Utari, T.I. (2022). Effective principal leadership behaviors to improve the teacher performance and the student achievement. F1000Research, 10, 465. https://doi.org/10.12688/f1000research.51549.2
Pilvera, S., Trinidad, A., & Sabud, M. (2024). Building effective values educators: The role of emotional intelligence and instructional efficacy. Asian Research Journal of Arts & Social Sciences, 22(12), 178–188. https://doi.org/10.9734/arjass/2024/v22i12607
Singleton, E., Roberts, T., & Bradford, K. (2024). Using emotional intelligence practices to mitigate teacher stress and burnout. Psychology, 15(03), 285–292. https://doi.org/10.4236/psych.2024.153016
Tuononen, T., & Hyytinen, H. (2022). Towards a successful transition to work - which employability factors contribute to early career success? Journal of Education and Work, 35(6-7), 599-613. https://doi.org/10.1080/13639080.2022.2126969
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
