School Heads’ Leadership Style As Related To Teachers’ Emotional Intelligence, Productivity And Performance: Bases For The Development Of An Enhanced School-Based In-Service Training Program

Main Article Content

Dr. Nordy D. Siason Jr, Dr. Dawn T. Sumande, Dr.Cynthia D. Dilag


This descriptive-correlational research was conducted to determine the leadership styles of school heads as related to teachers’ emotional intelligence, productivity and performance in the secondary schools of the Schools Division of Iloilo for SY 2017-2018. There were forty-five (45) school heads and seventy-two (72) teachers in the Schools Division of Iloilo who took part in this study. The data gathering instruments used in this study was Path–Goal Leadership Questionnaire, Emotional Intelligence Self-Assessment, Productivity Test and the Individual Performance Commitment and Review Form (IPCRF) of teachers. The statistical tools used to compute for the data gathering were the frequency count, percentage, means, T-Test, analysis of Variance (ANOVA) and Pearson r. The levels of significance for inferential statistics, particularly the T-Test, Analysis of Variance (ANOVA) were set at 0.05 alpha while the level of significance for Pearson r was set at 0.01 alpha. To process all numerical data the researcher utilized the Statistical Package for the Social Sciences (SPSS) software. The findings showed that achievement-oriented was the most dominant leadership style manifested among school heads. It was also revealed that teachers have “very high” level of emotional intelligence, have “high” level of productivity, and have “very satisfactory” performance. A significant difference existed in the leadership styles among school heads when grouped according to length of service. Likewise, there is a significant relationship existed between teachers’ productivity and teachers’ emotional intelligence. Based from the results of the study, development of an enhanced school-based in-service training program was formulated.

Article Details