School Heads’ Profile and Leadership Styles and Its Influence on School and Teachers’ Performance and Attributes in the Fourth Congressional District, Division of Quezon

This study examined the influence of school heads' profiles and leadership styles on school performance, teachers' performance, and teachers' attributes in terms of motivation and job satisfaction in the Fourth Congressional District, Division of Quezon. Employing a descriptive research design, data were collected through survey questionnaires from twenty-eight (28) school heads and four hundred seventy-six (476) teachers selected via multi-stage sampling. Descriptive statistics and regression analysis were utilized for data analysis. Findings revealed that most school heads were female, aged 41-50, serving as Principal I, with 6-10 years of service, holding Master's degrees, and attending more than 10 trainings annually. The democratic leadership style was predominantly practiced among school heads. Schools achieved highly proficient performance levels across all indicators, while teachers demonstrated very satisfactory performance and were highly motivated and highly satisfied with their jobs. Regression analysis indicated that school heads' profiles and leadership styles statistically significantly influenced both school performance and teachers' performance. However, these factors showed no significant effect on teachers' motivation and job satisfaction. The study concludes that while school heads' profiles and leadership styles positively impact school and teacher performance outcomes, they do not directly influence teachers' intrinsic attributes such as motivation and job satisfaction. To sustain these positive performance results and support teacher well-being, the following recommendations are proposed: school heads should continue practicing democratic leadership styles, pursue continuous professional development opportunities, and provide targeted technical assistance and mentoring programs for teachers. These measures will help maintain high levels of teacher motivation, job satisfaction, and overall school effectiveness in the long term.