LEADERSHIP STYLES AND QUIET QUITTING AMONG TEACHERS IN CLUSTER 3 DEPARTMENT OF EDUCATION CALAMBA CITY

This study, conducted from December 2025 to April 2026, examined the relationship between the educational leadership styles of public elementary school heads and the extent of quiet quitting among teachers in Cluster 3, Calamba City, Philippines, during the Academic Year 2025-2026. Specifically, it sought to describe the demographic profiles of the respondents, assess the educational leadership styles of school heads and the level of quiet quitting among teachers, and determine the significant relationships and differences between these variables. A descriptive-correlational research design was employed, involving public elementary school teachers and school heads as respondents. Educational leadership styles were assessed in terms of vision and goal setting, instructional support, supervision, communication, interpersonal relationships, decision-making, delegation, recognition, and motivation. Data were gathered from 140 respondents using adapted versions of the Principal Instructional Management Rating Scale (PIMRS) developed by Hallinger and Murphy and the Quiet Quitting Scale developed by Galanis et al. Stratified random sampling was utilized to ensure adequate representation of the respondents. Statistical tools used in the analysis included the mean, standard deviation, independent-samples t-test, and Pearson product-moment correlation coefficient. The findings revealed a significant relationship between educational leadership styles and teachers' quiet quitting, indicating a low-to-moderate negative correlation between the two variables. This suggests that higher levels of educational leadership practices are associated with lower levels of quiet quitting among teachers. Based on these findings, the study proposes an action plan aimed at strengthening the leadership practices of school heads and reducing the incidence of quiet quitting among teachers.