School Heads’ Leadership Practices: Its Implications to Teachers’ Job Satisfaction and Quality of Life

This study examined the extent and relationship of school heads’ leadership practices, teachers’ job satisfaction, and quality of life in public elementary schools within Bohol’s Third Congressional District during the 2024-2025 school year. It also profiled respondents’ demographics and identified management strategies employed by school heads. The study employed the convergent parallel mixed-methods research design, involving 39 school heads and 412 teachers for the survey and 10 school head participants for the informal interview through purposive and random sampling. The findings revealed that most school heads and teachers possess postgraduate educational attainment, with extensive experience and participation in leadership training. Leadership practices were generally strong across communication, organizational, decision-making, interpersonal, and problem-solving domains, correlating significantly with teachers’ job satisfaction and quality of life. Teachers’ job satisfaction was notably high in collegial relationships and work environment, while their quality of life was strongest in personal development, but weaker in work-life balance, influenced by class size and educational attainment. The study identified instructional improvement, collaboration, and leadership development as key management strategies. It concludes that enhancing leadership skills, addressing workload, and fostering supportive environments are vital for improving educational outcomes and teachers’ occupational embodiment. Recommendations include targeted professional development, workload management, and policy initiatives to support sustainable organizational practices and improve teachers’ quality of life.