Navigating Education's Uncharted Territories: Exploring the Lived Experiences of Teachers in Alternative Learning Systems

RESEARCH PRESENTATION. GLORIE FE A. TUMANDA LINDEN L. EVANGELISTA ARNOLD M. BAHALA.

Research Presentation. The Impact of Leadership Styles on Teacher Performance in a Diverse Public-School Setting: An Analysis.

INTRODUCTION. Leadership styles of school heads significantly influence various aspects of teachers' performance, including their participation in school activities, classroom management effectiveness, job satisfaction, and levels of burnout. Understanding these influences is crucial for enhancing educational outcomes and improving the overall school environment..

Despite these strengths, issues related to task delegation and coordinatorship have surfaced, indicating an imbalance in workload distribution among teachers. These challenges have prompted a need to investigate how leadership styles influence various aspects of teacher performance, including participation, classroom management, satisfaction, and burnout. By employing a descriptive correlational research design, the study aims to provide insights into the current state of leadership and its influence on teacher performance within MOGCHS. The findings are expected to offer valuable implications for improving leadership practices and addressing existing organizational issues, thereby enhancing the overall educational environment..

RESEARCH PROBLEM. What is the school heads’ level of leadership?.

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FINDINGS. Based on the analysis of the results, the following findings are formulated: The study's demographic profile shows a significant majority of female teachers, with the largest proportion falling within the 31-35 age range. Most teachers have advanced educational qualifications, including master's degrees, and the predominant teaching experience spans 6 to 10 years, indicating a well-educated and moderately experienced teaching staff. School head was perceived as highly effective in transactional leadership, particularly in areas such as fostering a supportive school culture, enhancing teacher morale, and involving teachers in planning and decision-making. However, there is notable room for improvement in the delegation of leadership functions..

FINDINGS. 3. While school head excel in setting teaching standards and fostering teamwork through transformational leadership, and allowing autonomy and providing supervision through laissez-faire leadership, they face challenges in motivating teachers through rewards and authorizing decisions on school-related issues. 4. The study finds no statistically significant relationship between school head's leadership styles (transactional, transformational, laissez-faire, and situational) and teachers' teaching performance, suggesting that leadership approaches alone do not significantly impact teaching effectiveness..

CONCLUSION. The school head demonstrates effectiveness in transactional leadership by fostering a supportive school culture, enhancing teacher morale, and involving teachers in decision-making. However, there is room for improvement in delegating leadership functions effectively. The study found no statistically significant relationship between the school head's leadership styles (transactional, transformational, laissez-faire, and situational) and teachers' teaching performance. This suggests that leadership approaches alone do not significantly impact teaching effectiveness. The research underscores the importance of understanding the demographic characteristics of teachers and the leadership styles of school heads in the context of teaching performance. It emphasizes the need for further exploration into how these factors interact and influence educational outcomes within a school environment..

RECOMMENDATIONS. Based on the finding of the study, the following are recommended: To improve the effectiveness of transactional leadership, school heads should focus on better delegation of leadership functions. Implementing structured delegation strategies and involving teachers more in decision-making processes could address the current gap and foster greater collaborative leadership. 2. Given the mixed results in transformational leadership, particularly regarding motivation through rewards, school heads should develop more comprehensive and effective motivational strategies. This could include creating a recognition program that acknowledges exceptional performance and using material and non-material incentives to boost teacher motivation..

RECOMMENDATIONS. 3. In line with the findings on laissez-faire leadership, school heads should work on empowering teachers by authorizing them to make more decisions on school-related issues. Providing clear guidelines and support for decision-making can enhance teachers' sense of autonomy and involvement. 4. Since there is no significant relationship between leadership styles and teaching performance, it is essential to explore other factors that may influence teaching effectiveness. Conducting further research on variables such as teacher professional development, classroom resources, and student engagement could provide a more comprehensive understanding of what drives high teaching performance..

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