Mediating Effect of Normative Leadership Towards Work Relationships and Productivity of Teachers

Teacher productivity is essential to achieving quality education, yet it is influenced by organizational factors such as leadership practices and workplace relationships. While previous studies have established direct relationships among these variables, limited empirical evidence explains the mediating role of normative leadership in strengthening work relationships and enhancing teacher productivity. This study examined the mediating effect of normative leadership on the relationship between work relationships and teacher productivity among public secondary school teachers in the Norala District, Division of South Cotabato, Philippines. A quantitative, cross-sectional, descriptive-correlational research design was employed involving 186 teachers selected through stratified random sampling. Data were gathered using a validated researcher-developed questionnaire measuring normative leadership, work relationships, and teacher productivity. Descriptive statistics, Pearson product-moment correlation, multiple regression, and regression-based mediation analysis with bootstrapping were used to analyze the data at a 0.05 level of significance. The findings revealed that normative leadership and work relationships were both rated very high, with relationship building and professional support emerging as the highest-rated dimensions. Teacher productivity was likewise rated very high, particularly in professional growth and planning and preparation. Correlation analysis demonstrated significant positive relationships among work relationships, normative leadership, and teacher productivity. Mediation analysis further revealed that normative leadership partially mediated the relationship between work relationships and teacher productivity, indicating that ethical, values-based leadership strengthens the positive influence of collegial relationships on teachers' professional performance. The study concludes that cultivating normative leadership alongside collaborative workplace relationships can significantly enhance teacher productivity. These findings provide practical implications for educational leaders and policymakers in designing leadership development initiatives that promote ethical leadership, professional collaboration, and sustained organizational effectiveness in schools.