Principals' Leadership Practices and Teacher Job Performance in Public Elementary Schools in Tagbilaran City, Bohol

Abstract

The study examined instructional leadership, transformational leadership, distributed leadership, ethical leadership, and leadership for learning. It examined how these leadership styles correlate with teachers' lesson delivery, learning environment management, administrative responsibilities, interpersonal skills, and professional development for School Year 2025-2026. The study employed a quantitative-descriptive-correlational design with 16 principals and 195 public elementary school teachers. Standardized and customized questionnaires were used, and interviews supplemented the quantitative results. The data were analyzed using the weighted mean, standard deviation, Spearman's rho, and analysis of variance. The findings indicated that principals had high-to-very-high leadership practices, whereas teachers demonstrated high levels of job performance across all dimensions. The study also found no significant relationship between demographic profile variables and leadership practices or teacher job effectiveness. Effective leadership has a significant impact on teachers' job performance (rho = 0.312, p < .05), indicating that it enhances instructional efficacy and productivity. The results validated Hallinger's Instructional Leadership Theory, Burns' Transformational Leadership Theory, Spillane's Distributed Leadership Theory, and Brown and Trevino's Ethical Leadership Theory. A contextualized Leadership Enhancement and Development (LEAD) Program was proposed to improve school leadership skills and teacher development.