Exploring the Role of Gender Difference in Leadership Styles and Performance of the School Heads

This study Determine the leadership styles of the secondary school head in the division of Sorsogon. This study utilized descriptive method of research that involves collecting, analyzing, and mixing quantitative and qualitative research. The instruments used were the data from the Office Commitment Review Form OPCRF of the school heads and a survey questionnaire. The performance of the school heads ranges from 4.60 to 5.0 which described as Outstanding have exemplary performance. On democratic There were 30 or 30% of the school heads have a high range level of leadership, 28 or 45% of them have moderate range levels, (4) or 6% have low range level and only 1 or 1% have a very low range level of leadership on autocratic. There are 22 or 35% of the respondents with high range of leadership, 28 or 44% with moderate range levels, 8 or 13% with low range level and 5 or 8% with very low range level. On facilitative leadership style: 40 or 60% of the respondents were with high range level, 20 or 32% with moderate level of leadership, 3 or 5% with low range level and there is none of the respondents with very low range. On situational leadership style there were 20 or 32% of the school leaders who have high range level of leadership, 25 or 40% of them have moderate levels, 16 or 26% have low range levels and there are only 2 or 2% with very low range level of leadership style. The computed rs the computed rs for cisman, ciswoman and LGBTQ on the relationships between the leadership style along democratic and the gender of school heads are 0.094, 0.481 and -0.138 accordingly. The computed rs for cisman, and LGBTC on the relationships between the leadership style along autocratic and the gender of school heads are 0.325, 0.157 and -0.143 accordingly. The computed rs for cisman, ciswoman and LGBTC on the relationships between the leadership style along facilitative and the gender of school heads are 0.197, 0.411 and -0.109 respectively. The computed rs for cisman, ciswoman and LGBTC on the relationships between the leadership style along situational and the gender of school heads are 0.193, 0.222 and -0.104 accordingly. Majority of the respondents have a high range of democratic and facilitative leadership styles, while most of the respondents have a moderate range level of leadership along autocratic and situational. There were no significant relationships between the leadership styles along democratic, autocratic, facilitative and situational of the school heads and their genders. The school heads may sustain their outstanding performance relative to their leadership styles. The school heads may consider the right choice of what leadership style they believe to be and perform well in order for them to make their leadership reach the high range levels. The school heads may take into considerations that their genders are not barriers for them to carry out their commitment and achieve their goals and objectives as leaders with different styles.