Leadership Styles and Their Influence on Teacher Performance in School Administration

Effective school administration is closely linked to leadership styles that shape school climate, decision-making, and teacher performance. Understanding how transformational, transactional, and participative leadership styles influence teacher performance is essential for improving educational outcomes and sustaining professional standards in schools. This study employed a quantitative descriptive–correlational research design conducted in the Nunungan District, Division of Lanao del Norte. Respondents included 80 teachers and 13 school administrators from selected public schools. Data were gathered using a structured questionnaire measuring administrators’ leadership styles based on the Full Range Leadership Theory and Path-Goal Theory, and teacher performance based on the Philippine Professional Standards for Teachers (PPST). Statistical analyses included mean, standard deviation, and Pearson Product-Moment Correlation Coefficient to determine prevailing leadership styles, levels of teacher performance, and the relationship between the two variables. Findings revealed that school administrators demonstrated a high level of leadership styles overall (𝑥̄ = 4.01), with transformational leadership rated highest, followed by participative/democratic and transactional leadership. Teachers’ performance across all PPST domains was also rated high (𝑥̄ = 4.07). However, correlation analysis showed a very weak positive relationship between leadership styles and teacher performance (ρ = 0.087, p = 0.440), indicating no significant relationship between the variables. The results suggest that while effective leadership practices and high teacher performance coexist, teacher performance may be influenced more by factors such as professional competence, motivation, and institutional support rather than leadership style alone.