SCHOOL HEAD LEADERSHIP STYLE AND ITS RELATIONSHIP TO TEACHERS' PERFORMANCE AND WELL-BEING: BASIS FOR A LEADERSHIP TRAINING PROGRAM

This study examined the leadership styles of school heads and its relationship to the performance and well-being of secondary public school teachers in the North Zone of the Schools Division of Ilocos Norte. The school heads see themselves as always democratic, transformational and transactional and authoritative . In contrast, the teachers  assessed these school heads as often  transformational and transactional. The teachers are “Outstanding” along Instruction,  Learning environment, curriculum and planning,  assessment and reporting, and  Community Involvement and Professional Engagement

These teachers’ have a high level of well-being. As a whole, teacher’s performance is not affected by the profile variables. However, in some areas of performance, significant differences were found along civil status, age, and teaching load. Similarly, as a whole, the well-being of teachers is not affected by profile. But, specifically, job satisfaction and work-life balance varied significantly depending on factors like age, teaching experience, and workload.

Additionally, it uncovered noteworthy connections between different leadership styles and both teacher performance and overall well-being.  In response to these findings, teacher development programs were recommended to holistically address teacher performance and well-being.