Authors :
Jose Ronnie A. Tabudlong
Volume/Issue :
Volume 11 - 2026, Issue 3 - March
Google Scholar :
https://tinyurl.com/4maxbveu
Scribd :
https://tinyurl.com/2s3us77k
DOI :
https://doi.org/10.38124/ijisrt/26mar327
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
The primary objective of this study is to explore the intricate relationship between the path-goal leadership
behaviors exhibited by school heads and the job satisfaction experienced by public secondary school teachers within the
Panabo City Division. By delving into this connection, the study seeks to uncover how various leadership styles—namely,
directive, supportive, participative, and achievement-oriented—play a significant role in shaping teacher motivation,
satisfaction, and overall performance within the educational setting. As school heads are essential in guiding and influencing
the work environment, understanding the impact of their leadership styles on their staff is crucial for fostering a more
productive and harmonious educational atmosphere. The study will investigate how each leadership style is perceived by
teachers, how it affects their daily work experiences, and whether these leadership behaviors can effectively boost motivation
and morale. Furthermore, it will look at how leadership influences teachers’ sense of accomplishment, their commitment to
their roles, and their overall job satisfaction. The ultimate aim of this research is to provide a thorough and insightful
understanding of the ways in which leadership can be harnessed to enhance teacher satisfaction. By offering an in-depth
analysis of the different leadership behaviors and their specific effects on the teaching workforce, the study hopes to
contribute valuable recommendations that could assist in improving the working conditions for teachers, fostering an
environment that promotes their growth, satisfaction, and success. This research seeks to emphasize the importance of
leadership not only as a tool for driving performance but also as a key factor in creating a supportive and motivating
environment where teachers feel valued, empowered, and equipped to perform at their best.
References :
- House, R. J. (1971). A Path-Goal Theory of Leader Effectiveness. Administrative Science Quarterly, 16(3), 321-338. https://doi.org/10.2307/2391905
- Locke, E. A. (1976). The Nature and Causes of Job Satisfaction. In M. D. Dunnette (Ed.), Handbook of Industrial and Organizational Psychology (pp. 1297–1349). Chicago: Rand McNally.
- Judge, T. A., & Piccolo, R. F. (2004). Transformational and Transactional Leadership: A Meta-Analytic Test of Their Relative Validity. Journal of Applied Psychology, 89(5), 755-768. https://doi.org/10.1037/0021-9010.89.5.755
- Weiss, D. J., Dawis, R. V., England, G. W., & Lofquist, L. H. (1967). Manual for the Minnesota Satisfaction Questionnaire. University of Minnesota.
The primary objective of this study is to explore the intricate relationship between the path-goal leadership
behaviors exhibited by school heads and the job satisfaction experienced by public secondary school teachers within the
Panabo City Division. By delving into this connection, the study seeks to uncover how various leadership styles—namely,
directive, supportive, participative, and achievement-oriented—play a significant role in shaping teacher motivation,
satisfaction, and overall performance within the educational setting. As school heads are essential in guiding and influencing
the work environment, understanding the impact of their leadership styles on their staff is crucial for fostering a more
productive and harmonious educational atmosphere. The study will investigate how each leadership style is perceived by
teachers, how it affects their daily work experiences, and whether these leadership behaviors can effectively boost motivation
and morale. Furthermore, it will look at how leadership influences teachers’ sense of accomplishment, their commitment to
their roles, and their overall job satisfaction. The ultimate aim of this research is to provide a thorough and insightful
understanding of the ways in which leadership can be harnessed to enhance teacher satisfaction. By offering an in-depth
analysis of the different leadership behaviors and their specific effects on the teaching workforce, the study hopes to
contribute valuable recommendations that could assist in improving the working conditions for teachers, fostering an
environment that promotes their growth, satisfaction, and success. This research seeks to emphasize the importance of
leadership not only as a tool for driving performance but also as a key factor in creating a supportive and motivating
environment where teachers feel valued, empowered, and equipped to perform at their best.
