School Principal’s Instructional Leadership Styles and Level of Satisfaction of The Elementary Teachers and Learners Academic Performance

AUTHOR(S)

MA. CHERRIMAE V. OLLAVE

ABSTRACT

— — This study determined the significant relationship between School Principal’s Instructional Leadership styles and level of satisfaction of the Elementary Teachers and Learners Academic Performance of learners in Mahayag Elementary School. A proposed enhancement plan was formulated based on the result of the study. A descriptive-correlational design was used in this study to investigate the relationship between School Principal’s Instructional Leadership styles and level of satisfaction of the Elementary Teachers and Learners Academic Performance. This design makes it possible to evaluate both variables in a methodical manner, which makes it easier to investigate any possible correlations between them. This study attempted to shed light on the degree to which leadership styles relates to the level of satisfaction of teachers. The Test of Relationship among three critical variables: Leadership Style, Teachers’ Satisfaction, and Academic Performance. It outlines the correlation coefficients (r), computed t-values, and corresponding table values at a 0.05 significance level. Additionally, it states the statistical decision on the null hypothesis (Ho) and provides interpretations of the relationships found between the paired variables. In the first correlation, the relationship between Leadership Style and Teachers’ Satisfaction showed a correlation coefficient (r) with a computed t-value which exceeds the table value. This result leads to the rejection of the null hypothesis, indicating a significant relationship, which is interpreted as strong. This suggests that school heads who exhibit effective leadership styles—characterized by vision, support, and motivation—positively influence the satisfaction levels of their teachers. The second correlation examined the relationship between Teachers’ Satisfaction and Academic Performance, which produced an even higher correlation coefficient with a computed t-value against a table. Again, the null hypothesis was rejected, indicating a strong and significant relationship. This finding implies that higher teacher satisfaction is associated with better academic performance among learners, likely due to more effective teaching, increased motivation, and a healthier learning environment. The results imply that both relationships examined in the study are statistically significant and strong. Specifically, leadership style strongly influences teacher satisfaction and teacher satisfaction, in turn, has a strong positive effect on learners’ academic performance. These results collectively highlight the interconnectedness of school leadership, staff morale, and student outcomes. The result implies that promoting effective leadership styles and ensuring teacher satisfaction are crucial pathways to enhancing student achievement and school performance overall. Keywords — School Principal, Instructional Leadership Styles, Level of Work Satisfaction, Teachers Academic Performance, Learners