Abstract
This study focuses on the relationship between leadership styles adopted by school heads and the resultant school climate in public elementary schools. The aim is to provide insights into how different leadership approaches influence the overall atmosphere, culture, and effectiveness of educational institutions. Through a mixed-methods approach, data were collected from a diverse sample of public elementary schools, incorporating surveys, interviews, and observations. This study emphasizes the importance of nurturing supportive, inclusive, and growth-oriented school environments, aligning with principles of transformational leadership. Findings underscore the critical role of school heads' leadership styles in shaping the organizational culture and climate within public elementary schools. The ANOVA results revealed no significant difference in the perception of leadership styles among school heads, teachers, and parents, suggesting that despite minor variations in mean scores, these differences lack statistical significance. The study highlights the perceived significance of school heads' leadership styles in shaping a positive school climate across various stakeholder groups and underscores the need for continued emphasis on leadership development to enhance educational outcomes and stakeholder satisfaction. The proposed Leadership Styles Intervention Program for Public Elementary Schools aims to empower school leaders to create and maintain supportive climates that prioritize student success and well-being, promoting thriving learning communities.
