Abstract
This study investigated the relationship between the leadership qualities of school principals and the work performance of teachers in selected elementary schools within the Division of Gingoog City. The research aimed to assess the extent to which leadership traits such as honesty, confidence, commitment, and creativity influenced teachers’ effectiveness, and whether a significant relationship exists between these leadership qualities and teachers’ performance ratings categorized as Outstanding, Very Satisfactory, Satisfactory, Unsatisfactory, or Poor. A descriptive-correlational research design was utilized, with data gathered through a structured survey questionnaire administered to 40 purposively selected teacher-respondents. The analysis revealed that school principals were rated to a “very high extent” across all leadership indicators. Teachers likewise performed well, with the majority rated as “Very Satisfactory,” and a substantial portion receiving “Outstanding” performance ratings. However, statistical analysis using Pearson Product-Moment Correlation showed a negligible and non-significant relationship between the extent of principals’ leadership qualities and teachers’ work performance (r = .081, p = .618). This suggests that while principals demonstrate strong leadership, it does not necessarily translate to measurable improvements in teacher performance. These findings imply that teachers may independently uphold professional performance standards due to factors beyond administrative leadership, such as personal motivation, professional development, and classroom management strategies. The study concludes that although school principals in the selected schools possess commendable leadership qualities, these do not significantly impact teachers’ work performance. The research recommends that school leaders continue to foster a supportive environment, align leadership strategies with teacher development needs, and promote collaboration among all stakeholders. Future studies should explore other variables that may influence teacher performance, including peer support, student engagement, and instructional resources, to provide a more comprehensive understanding of effective educational leadership.
