Abstract
This study aimed to determine the ethical leadership of public school principals and its impact on teachers' performance, which served as the basis for a frame of structured ethical practices for a proposed training program during the school year 2025-2026. The perception of the principals themselves and teachers as regards the ethical leadership of public school principals. Regarding professionalism, the school administrator and teacher-respondents got a composite mean of 3.40, which was verbally interpreted as very satisfactory. Regarding behavior towards colleagues, the school administrator-respondents got a composite mean of 3.37, while the teacher-respondents got 3.45, both of which were verbally interpreted as very satisfactory. Regarding personality development, the school administrator-respondents got a composite mean of 3.49, while the teacher-respondents got 3.52, both were verbally interpreted as very satisfactory. Regarding Training, the school administrator-respondents got a composite mean of 3.45, while the teacher-respondents got 3.48, both verbally interpreted as Very Satisfactory. There is no significant difference between the perceptions of the two respondents on the ethical leadership of public school principals concerning the abovementioned aspects. The performance rating of the teachers during the school year 2023-2024 based on their IPCRF. Most respondents, 55.63%, rated the subject as "Outstanding" (4.1 – 5.0), indicating high satisfaction or performance excellence. Additionally, 44.38% of respondents rated the subject "Very Satisfactory" (3.1 – 4.0), further reinforcing positive sentiment. Importantly, no respondents rated the subject as "Satisfactory," "Unsatisfactory," or "Poor," suggesting a lack of dissatisfaction or critical feedback within the sample. There is no significant relationship between the ethical leadership of public school principals and the teachers' performance (IPCRF-based).
