Filipino Leadership Styles of School Heads and Teachers' Commitment of Public Elementary Schools in Maa District

The study aimed to determine the extent of Filipino leadership styles of school heads and the extent of teachers’ commitment of public elementary schools in Maa District. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred ten (110) public elementary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the Filipino leadership styles of school heads was extensive while the extent of teachers’ commitment of public elementary schools was also extensive. Moreover, the overall results disclosed that indicators for the Filipino leadership styles of school heads were positively correlated to the teachers’ commitment of public elementary schools. Further, results from the regression analysis revealed the following have a strong influence of Filipino leadership styles of school heads on the teachers’ commitment of public elementary schools: hardwork, loophole, and connection. It is recommended that the Department of Education should design leadership training programs that emphasize Filipino cultural values and their role in strengthening teacher commitment. It is also recommended that school heads encouraged to strengthen participative and value-driven leadership practices that promote collaboration, trust, and shared responsibility among teachers.