Published in the Indonesian Journal of Advanced Research in 2026, the study focused on public elementary schools in an educational district in Central Luzon, Philippines, during School Year 2022–2023. Its findings matter because they offer evidence on what teachers value most in school leadership—and where schools can still improve to strengthen workplace culture and long-term educational outcomes.
At a time when schools continue adjusting to post-pandemic realities, leadership has become more than administration. It now involves building trust, supporting teachers, managing change, and sustaining collaboration across increasingly complex learning environments.
The researchers found that teachers generally view their school heads as highly effective leaders. Across multiple leadership dimensions—including vision-setting, school culture, policies, instructional programs, and decision-making—school leaders consistently received “Outstanding” ratings.
Leadership Practices Rated Highly by Teachers
The study surveyed 163 teachers selected through stratified random sampling from 14 public elementary schools, representing a broader teacher population of 282 educators.
Teachers rated school heads particularly well in these areas:
- Mission, Vision, and Goals – 4.58 average score
- Policies and Procedures – 4.58
- Programs and Instruction – 4.58
- Information Collection and Decision Making – 4.57
- Teacher Development and Support – 4.55
These results suggest that school heads are seen as strong in strategic planning, instructional leadership, and operational management.
Among the highest-rated practices were:
- Using vision to guide curriculum and instruction
- Effectively managing time
- Monitoring school improvement plans
- Fostering student-centered learning
- Supporting teacher professional development
According to the study, these leadership behaviors help create organized and purpose-driven school environments.
Teacher Commitment Remains Strong
The study also examined teachers’ organizational behavior—how they relate to their institutions, colleagues, and responsibilities.
Overall, teachers reported very high levels of organizational commitment, with a general mean score of 4.74, categorized as “Strongly Agree.”
The strongest dimensions were:
- Institutional Identification – 4.87
- Sense of Duty and Responsibility – 4.79
- Helpfulness – 4.77
- Personal and Institutional Development – 4.75
This means teachers strongly identify with their schools, feel responsible for institutional success, and actively contribute to professional growth and teamwork.
One of the standout findings was that teachers highly value their school’s vision and mission, with a score of 4.90—the highest among all organizational behavior indicators.
That suggests that when school leaders successfully communicate institutional goals, teachers are more likely to internalize and support them.
A Surprising Statistical Finding
While leadership practices and organizational behavior were significantly related, the study found that leadership practices did not show a statistically significant direct effect on teacher organizational behavior in regression analysis.
In practical terms, this means strong leadership is associated with positive teacher behavior, but it may not be the sole factor shaping it.
Other influences—such as personal motivation, school context, professional culture, or external pressures—may also play important roles.
This finding challenges the assumption that leadership alone can transform organizational culture. Instead, it points to the need for more comprehensive systems that include teacher voice, institutional support, and continuous feedback mechanisms.
School-Community Relations Need Improvement
Among all leadership dimensions, School-Community Relations received the lowest score at 4.48, though still within the “Outstanding” category.
Teachers rated school heads highly in involving parents and encouraging participation in education. However, lower scores appeared in areas such as:
- Media engagement
- Political advocacy
- External partnerships
This indicates that while internal leadership is strong, schools may need to expand their influence beyond campus boundaries.
Strengthening ties with communities, local stakeholders, and policymakers could help schools secure more resources and broader support.
Why the Findings Matter
The study offers practical lessons for education leaders, policymakers, and administrators.
First, effective school leadership is not just about authority—it is about collaboration, communication, and trust-building.
Second, teacher commitment thrives when institutions foster clear purpose, shared responsibility, and professional development.
Third, schools need stronger feedback systems to ensure teacher perspectives shape leadership decisions.
To address this, the researchers proposed a feedback framework designed to improve leadership responsiveness and organizational alignment.
As Edward C. Jimenez and Maricris P. Surio emphasized, structured feedback channels can help school leaders adapt to evolving educational demands while maintaining teacher engagement and morale.
That recommendation is especially relevant as schools navigate hybrid learning models, policy reforms, and rising expectations for educational quality.
Expert Perspective
For school systems aiming to improve performance, the study reinforces a key principle: leadership must be adaptive, evidence-based, and inclusive.
Rather than relying solely on top-down management, successful leaders create environments where teachers feel heard, supported, and connected to institutional goals.
That culture—not leadership alone—may be what truly sustains organizational excellence.
Author Profile
Maricris P. Surio – Researcher and educator affiliated with La Consolacion University Philippines, with academic interests in educational leadership and organizational behavior.
Edward C. Jimenez – Scholar at La Consolacion University Philippines, specializing in educational management, leadership studies, and institutional development.
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