Principal Leadership Styles and Teacher Job Performance among Secondary Public Teachers in Veruela and Sta. Josefa District

Abstract

This study aimed to determine the correlation between principal leadership style and the teacher's job performance among secondary public-school teachers in the Sta.Josefa and Veruela district. A descriptive- correlational design was used in the study. The participants of the study were secondary public-school teachers from Sta. Josefa and Veruela districts in Agusan del Sur. All teachers currently teaching in the Department of Education were included using the universal sampling technique. This study used adapted 4-point Likert scale questionnaires for principal leadership styles and teachers' job performance: the principal leadership style and teacher's job performance in Sta. Josefa and Veruela districts are high and often manifested in Agusan del Sur. There was a significant relationship between principal leadership style and teacher job performance among the secondary public- school teachers in Agusan del Sur. The study suggests that a strategy program that may enhance their interpersonal skills and help them create effective and efficient principal leadership styles abilities could enhance school leadership practices and attributes. The school principal can enhance teacher relationships and elevate leadership by promoting open communication, transparency, and coordination. Principals of schools can plan and develop long-lasting initiatives that improve the well-being of their teachers and students. The teacher's recognition program is one avenue to honor the faculty's accomplishments and effectiveness in their career path.