Confluence of Leadership to Professional Development and Teacher’s Performance: Basis for Management Strategies

Abstract

This study determined the relationship between the extent of leadership of school heads and the level of professional development and teachers’ performance as a foundation for management strategies. This study used descriptive-correlational and comparative methods of research. The participants of the study were the 10 school heads and121senior high school teachers from selected schools of the Schools Division of Oriental Mindoro. A self-made questionnaire was utilized. The study revealed that while both teachers and school heads rated school leadership and professional development at high levels, school heads consistently rated themselves and the programs more favorably than teachers did, indicating a perceptual gap. Nearly all senior high school teachers were rated as outstanding, yet the absence of a significant correlation between leadership and performance suggests other factors may influence evaluation outcomes. Notably, leadership practices such as decision-making, delegation, and communication showed strong positive relationships with aspects of teachers’ professional development, emphasizing leadership's critical role in fostering growth and collaboration. However, there were no significant differences in how leadership practices were perceived across different indicators, while variations in perceptions of professional development were significant among teachers but not among school heads. These findings informed the formulation of targeted management strategies aimed at aligning leadership actions with meaningful professional development, enhancing instructional effectiveness, and addressing the specific needs and growth areas of senior high school educators.