School Heads’ Multifactor Leadership Styles and Multiple Intelligences on School Performance: Towards A Leadership Management Training Design

This study determined the relationship between school heads’ multifactor leadership styles and multiple intelligences and the school performance among public junior and senior high schools in District I and II, Schools Division of Valenzuela, School Year 2024-2025. Mixed-methods research design, specifically explanatory sequential, was employed to describe the school heads’ multifactor leadership styles and multiple intelligences of 26 school heads and 327 teachers. Findings reveal that in terms of school heads’ multifactor leadership styles, school heads assessed themselves as well as teachers as “extremely true” in demonstrating multifactor leadership styles. For school heads’ multiple intelligences, school heads assessed themselves together with teachers as very true and extremely true in exhibiting multiple intelligences. No significant differences were found in leadership styles and multiple intelligences based on age, educational attainment, or years of service. Similarly, no significant differences were found between school heads and teachers’ assessments in most categories of multifactor leadership and multiple intelligences, except for musical intelligence. There is no significant relationship between Multiple Intelligences and School Performance. Also, there is a significant relationship between school heads’ multifactor leadership styles and overall school performance. School heads demonstrated strong performance, with high ratings in OPCR and IPCR, and most schools achieving at least a "Developing" level in SBM. The results suggest that school heads’ effectiveness is more influenced by their leadership style than by their age, education, or years of experience.