Leadership Behaviors of School Heads and its Influence on Teachers’ Motivation

This study investigated the management behavior of elementary school heads and teachers' motivation in Esperanza District III, Sultan Kudarat Division. The research aimed to determine the extent of school heads’ management behavior, the level of teachers’ motivation, and the relationship between these two variables. Employing a descriptive correlational survey design, data were collected from elementary school heads and teachers. Results revealed that school heads' management behavior was evident, indicating consistent demonstration of effective leadership and organizational skills. Similarly, teachers’ motivation was highly evident, reflecting strong intrinsic and extrinsic motivators in the work environment. Correlation analysis showed a significant positive relationship between school heads' management behavior and teachers’ motivation, suggesting that improvements in management behavior correspond to increased teacher motivation. The findings emphasize the crucial role of effective school leadership in fostering a motivated teaching staff. Recommendations include continuous leadership training for school heads, the implementation of feedback and appreciation programs, and the fostering of collaborative environments to sustain and enhance teacher motivation. This study contributes to the field of educational leadership by empirically demonstrating the intrinsic link between administrative behavior and faculty morale in elementary education.