INTERNATIONAL JOURNAL OF INNOVATIVE STUDIES

Abstract

The study aimed to determine the influence of school heads' leadership behavior on teachers' performance in the Cainta Sub-Office. This study utilized descriptive correlational research to evaluate the influence of school heads' behavior on teachers' performance. The study selected 19 school head respondents and a proportional number of teachers per school, with 280 teacher-respondents from the 19 public elementary schools in Cainta. The findings highlighted the extent to which the leadership behavior of school heads has been excellent. The study recommended that administrators establish linkages with organizations that have the potential to benefit school heads and teachers in all disciplines to determine precisely what initiative and innovation best improve the education process. Moreover, dealing with educational gaps or issues requires good leadership behaviors and strategies. Benchmarking and participation in existing leadership programs, such as the School Heads Development Program Foundational Course and Training Program on School Leadership and Management (TPSLM) and Learning Delivery Modalities (LDM) Course offered by NEAP, can broaden mentorship and aid school heads in managing the organization and guiding individuals toward success. On the other hand, teachers can also be encouraged to pursue higher education by allowing them to enroll in graduate programs to improve their instructional competency and personal traits and obtain a deeper understanding of the leadership behavior of their school heads. Notably, the findings align with a critical component of the MATATAG Agenda set forth by the Department of Education, specifically the component represented by the letter G which signifies “Give support to teachers to teach better.” The leadership behavior demonstrated by school heads is pivotal in facilitating teachers’ pursuit of further study and professional development. By providing targeted professional development programs and empowering teachers through continuous training and support, educational leaders can cultivate a culture of excellence and innovation in teaching. This alignment with the MATATAG Agenda highlights the significance of strong leadership in driving educational improvements and achieving the overarching goals of enhancing teacher effectiveness and student outcomes. A three-year development plan was proposed to strengthen the leadership behavior of school heads and teachers' performance. Implementation of the proposed plan was recommended.