Leadership Styles of DepEd School Principals in Quezon Province and Their Relationship with Teacher Performance and School Effectiveness

Education systems around the world consistently highlight the central role of school leadership in shaping not only operational effectiveness but also the educational experiences of teachers and learners alike. Globally, educational leadership is recognized as a key determinant of quality education, informing teaching practices, institutional climate, and overall school functioning. Leadership styles—such as transformational, transactional, democratic, and instructional leadership—have been studied as systematic frameworks that guide how principals make decisions, communicate expectations, and motivate teachers toward achieving educational goals. The study aimed to investigate the leadership styles of Department of Education (DepEd) school principals in Quezon Province and determine their relationship with teacher performance and overall school effectiveness. A descriptive-correlational research design is a quantitative approach that aims to describe existing conditions and examine the relationships among variables without manipulating them. In this study, the descriptive-correlational design is employed to investigate the leadership styles of Department of Education (DepEd) school principals in Quezon Province and determine their relationship with teacher performance and school effectiveness. This design is particularly appropriate because it allows the researcher to collect factual, measurable data and analyze naturally occurring relationships among variables within real school settings, ensuring that the findings reflect actual conditions rather than controlled or experimental situations. Based on the findings of this study, it can be concluded that school principals in Quezon Province demonstrate an acceptable level of leadership styles in terms of decision-making, communication, and motivation, with consistent strengths observed in involving teachers in decision-making, clearly communicating goals, and providing recognition and encouragement. These leadership practices reflect a generally positive and functional approach to school management, where principals are able to engage teachers, provide direction, and maintain a supportive working environment. Based on the findings and conclusions of this study, the following recommendations are proposed to further improve leadership practices, teacher performance, and school effectiveness in Quezon Province. School principals should strengthen participative and collaborative decision-making by involving teachers more in planning and policy formulation. This can enhance shared ownership, improve engagement, and lead to more effective school decisions.