Leadership Styles of School Head, Teachers’ and Learners’ Performances in The Context of Matatag Curriculum Implementation

AUTHOR(S)

CARYL VIM S. CERNA

ABSTRACT

— This study determined the significant relationship between the Leadership Styles Of School Head On The Context Of MATATAG Curriculum Implementation and Its Effects On The Teachers performance based on IPCRF And Learners academic Performance. A proposed Instructional Supervisory plan will be formulated based on the result of the study. The study adopted a quantitative research method utilizing a descriptive-correlational design to comprehensively explore the relationship between Leadership Styles of School Heads in Relation to the Performance of Elementary School Teachers and test Performance of Grade 5 Learners in different subjects,” this design is particularly effective for uncovering patterns and connections between the leadership styles employed by school heads, the performance of teachers, and the resulting student outcomes. The primary purpose of employing a descriptive correlational design in this study is to identify and describe the relationships among three key variables: leadership styles of school heads, teacher performance, and student test scores. This approach is appropriate because it allows researchers to observe and analyze these variables in their natural settings without any interference or manipulation. By focusing on existing conditions, the study can provide insights into how leadership influences educational practices and outcomes. The Test of Relationship, which investigates the degree of correlation between two sets of variables: first, the relationship between Supervisory Leadership Style and the IPCRF (Individual Performance Commitment and Review Form) of Teachers, and second, the relationship between IPCRF of Teachers and the Academic Performance of Learners. Using Pearson’s r correlation coefficient and corresponding t-tests, the table shows whether the relationships are statistically significant at the 0.05 level of significance. The first correlation analysis between supervisory leadership style and teacher performance (as measured by IPCRF) yielded a correlation coefficient and a computed t-value, which exceeded the table value. This led to the rejection of the null hypothesis, indicating a moderate and statistically significant relationship between the leadership styles of school heads and the performance of teachers. This means that the way school heads lead — whether transformational, transactional, or laissez-faire — has a moderate but meaningful influence on how teachers perform. The second correlation analysis examined the link between the IPCRF ratings of teachers and their learners’ academic performance. This yielded a correlation coefficient of 0.59 and a computed tvalue, surpassing the table value. Again, the null hypothesis was rejected, establishing a moderate significant relationship between teacher performance and student academic achievement. In essence, the better the performance of the teacher, as evaluated by the IPCRF, the more likely students are to perform well academically. The result implies that school leadership styles moderately affect teacher performance, which in turn moderately influences learner academic outcomes. Both correlations respectively — reinforce the interconnected nature of leadership, teaching effectiveness, and student achievement. These findings support the idea that improving supervisory practices and enhancing teacher capacity through proper leadership directly contribute to higher student success rates. Thus, cultivating strong leadership and performance management systems can significantly benefit the educational ecosystem. Keywords — Leadership Styles, School Head, Teachers, Learners, Performance