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All Journal International Journal of Pedagogical, Humanities and Social Studies
Mark Anthony N. Polinar
Center of Advanced Studies, Graduate School Faculty, Cebu Institute of Technology-University, Philippines
Humanities Education Social Sciences

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Perceptions of Public School Teachers Toward Leadership Styles: A Comparative Study Chester S. Tabasa; Mark Anthony N. Polinar; Candy H. Faculin; Alexander Franco A. Delantar
International Journal of Pedagogical, Humanities and Social Studies Vol. 1 No. 3 (2025): September
Publisher : CV Projurnal Mitra Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66324/ijphss.v1i3.151

Abstract

Leadership styles significantly influence teacher attitudes, organizational climate, and school performance by shaping school culture positively or negatively. This descriptive-comparative study examined which leadership styles public school teachers in Minglanilla District 1, Cebu Province viewed most favorably, comparing six approaches: autocratic, democratic, transformational, transactional, servant, and laissez-faire. Using stratified random sampling, 100 respondents completed a validated survey. Descriptive statistics identified prevalent leadership frameworks, while inferential tests (Friedman Test and Wilcoxon Signed-Rank Test with Bonferroni correction) compared differences across styles. Results showed teachers responded positively to transformational, servant, democratic, and charismatic leadership, while viewing autocratic and laissez-faire approaches less favorably. The Friedman Test revealed statistically significant differences in teachers' perceptions across all six leadership styles (p < .001). The Wilcoxon Signed-Rank Test with Bonferroni correction showed significant differences (p < .001) between autocratic leadership and positively perceived styles. Findings suggest effective school leadership combines participatory and empowering methods, fostering collaboration, boosting morale, and supporting professional development. The study emphasizes that relational and inclusive leadership approaches are crucial in Philippine public schools for creating favorable organizational climates and aligning with educational reforms and global quality education goals. This research highlights the importance of leadership styles that engage teachers as partners rather than subordinates, promoting collaborative environments that enhance educational outcomes.
Co-Authors Alexander Franco A. Delantar Candy H. Faculin Chester S. Tabasa