ABSTRACT
The study determined the leadership style of principals and job performance of 224 secondary public school teachers in Dipolog City Division, CY 2022 – 2023 utilizing the descriptive-correlational method of research with the aid of a questionnaire checklist. Frequency counting, percentage weighted mean, Kruskal – Wallis (H-Test), MannWhitney (U-test) and Spearman Rho correlation coefficient were the statistical tools used. The study revealed that majority of the principals are aged 46-55 females, who are capable and able individuals who possess knowledge at the more advanced frontier of a field of work while teachers are mostly 36-45 years old females, who have better created an understanding of their duties and responsibilities deemed in managing the students in their respective classrooms and the community in general in addition to their strong urge to pursue graduate studies for professional growth and educational development. In sustained observance of the teachers’ job performance and to achieve a continual better result, the school principals emphasized regular supervision and enthusiastic facilitation among the newly-hired teachers in terms of their managerial tasks alongside pedagogical duties and responsibilities as classroom managers to ensure the schools’ success. Conclusively, the Department of Education may encourage collaborative efforts between school principals and teachers by sending them as collaborators and team players in the planning of social activities and in the production and implementation of projects within the school to promote peer mentoring and colleague motivation.
Keywords: Duties and responsibilities, Educational development, Job performance, Leadership styles, Professional growth
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