PRINCIPALS’ LEADERSHIP BEHAVIORS AND TEACHERS’EFFICACY IN THE PUBLIC SECONDARY SCHOOLS

Abstract

This study explores the relationship between principals' leadership behaviors and teachers' efficacy for sustainable student learning in secondary schools in Isabela. Utilizing a descriptive-correlational research design, the study employed questionnaires on administrators' leadership behaviors and teachers' sense of efficacy (Bulach et al., 1998; Tschannen-Moran & Woolfolk Hoy, 2001). Data were collected from 329 teachers and 14 principals across public secondary schools in Isabela during the School Year 2021-2022. Descriptive statistics, including frequency, percentage, and means, were used to illustrate the profile of respondents, while Kendall’s tau b was employed to analyze relationships among the study variables. The findings indicate that the majority of both principals and teachers are female, with principals' ages ranging from 41 to 60 years and teachers' ages spanning from 21 to 50 years. Most principals have completed a master's degree and have either earned units toward or obtained a PhD, with service durations ranging from 1 to 19 years. Both principals and teachers frequently observe leadership behaviors related to human relations, trust and decision-making, instructional leadership, and conflict management. The study concludes that principals' leadership behaviors positively influence teachers' efficacy in implementing instructional strategies, managing classrooms, and engaging students. A significant relationship was found between conflict management leadership behaviors and the gender of principals, with female principals more frequently engaging in conflict leadership behaviors. Similarly, female teachers exhibited stronger efficacy in instructional strategies, classroom management, and student engagement. The research highlights that favorable leadership behaviors of principals are associated with higher teacher efficacy, thereby supporting sustainable student learning.