Human-Centric Leadership Practices, AI-Driven Innovation Engagement, Professional Development, and Teacher Performance

This study examined the influence of Human-Centric Leadership Practices, AI-Driven Innovation Engagement, and Professional Development on Teacher Performance among public elementary school teachers in selected districts of Cagayan de Oro City, Philippines, during the School Year 2025-2026. Anchored on Human-Centric Leadership Theory, the Technology Acceptance Model, Experiential Learning Theory, and Social Cognitive Theory, the research addressed existing gaps by integrating leadership, technology engagement, and professional learning as interconnected determinants of teacher performance in a digitally evolving educational context. Using a quantitative, predictive-correlational research design, data were gathered through researcher-developed survey questionnaires aligned with the Philippine Professional Standards for Teachers (PPST). Teacher performance was assessed in terms of content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting. Findings revealed that teachers generally perceived a high level of human-centric leadership, particularly in empathy, emotional intelligence, employee well-being, and inclusive and ethical leadership. Teachers also demonstrated moderate to high engagement with AI-driven innovations, including AI tools, educational technologies, and adaptive learning platforms, as well as active participation in professional development activities such as workshops, mentoring and coaching, and pedagogical innovation. Results further indicated significant relationships among human-centric leadership, AI innovation engagement, professional development, and teacher performance. Regression and structural modeling analyses showed that human-centric leadership directly and indirectly predicted teacher performance, with AI-driven innovation engagement and professional development acting as significant mediating variables. The study concludes that leadership grounded in empathy, inclusivity, and ethical practice fosters a supportive environment that enhances teachers’ readiness to adopt AI innovations and engage in continuous professional learning, ultimately improving performance. The findings provide valuable implications for educational leaders and policymakers in strengthening leadership development, professional learning systems, and responsible AI integration to build resilient and future-ready teaching communities.