Teachers Perceptions of School Heads’ Leadership Styles of School Heads at Tinoc District

The leadership of a school system determines its educational path because it impacts both teacher dedication and their professional development, and the general atmosphere of the school. The researchers used a descriptive mixed-methods design to study how teachers in Tinoc District, Ifugao, viewed school heads’ leadership styles and the advantages that these leadership practices brought to their work. The study investigated a group of 103 elementary school teachers who worked in three different district clusters. Researchers used frequency counting and percentage distribution, weighted mean calculation, independent t-test, and f-test for quantitative data analysis, while they used thematic analysis for examination of qualitative data. Findings showed that teachers generally perceived their school heads’ leadership styles positively, with an overall mean of 3.47, interpreted as high. Among the five leadership styles, democratic leadership received the highest rating (M = 3.70), followed by transformational leadership (M = 3.69), delegative leadership (M = 3.58), servant leadership (M = 3.57), and autocratic leadership (M = 2.79). Results further revealed no significant differences in teachers’ perceptions when grouped according to gender, age, educational attainment, years of teaching experience, and cluster. Qualitative findings showed that school heads’ leadership styles contributed to enhanced teacher motivation and professional growth, positive school climate, and strengthened collaboration and school effectiveness. Based on these findings, the study proposed an intervention plan to sustain and strengthen adaptive leadership practices among school heads in Tinoc District.