Abstract
The study aimed to determine the relationship between school heads’ perceived leadership behaviors and teacher’s job satisfaction at Pantao Ragat District Schools, Division of Lanao del Norte, School Year 2023-2024. The research employed a descriptive-correlational research design. Statistical measures such as frequency, percentage, mean, standard deviation, Pearson correlation, Point-biserial correlation, and regression analysis were employed. The study findings highlighted the key demographic and professional characteristics of the 102 respondents. Most of the participants were aged 36-40, female, and were married and college graduates. Teacher I was the predominant designation and a significant proportion of educators had 11-20 years of service. The respondents' perceptions of leadership behaviors, including transformational, transactional, and situational styles, yielded positive results. Also, respondents strongly endorsed transformational leadership, followed by transactional and situational styles. The correlation analysis between leadership behaviors and teachers' job satisfaction revealed significant positive correlations. These results highlighted the crucial role of leadership in shaping teachers' satisfaction levels. The correlation analysis between respondents' profile characteristics and their perception of leadership behaviors revealed notable associations. Civil status and educational attainment significantly correlated with the perception of leadership behaviors. The multiple regression analysis showed that transformational and situational leadership positively influenced teachers' job satisfaction, while transactional leadership did not. These findings emphasized the significance of leadership behaviors and profile factors in shaping teachers' job satisfaction. The action plan as output responded to the study's findings on key factors impacting teacher job satisfaction: leadership behaviors, sex, balance, teaching roles, and tenure.
