Leadership Styles of School Administrators and the Level of Work Ethics of Teachers in Barangay Tañong of Malabon City
DOI:
https://doi.org/10.65339/ijsis.V1.I3.186Keywords:
Administrative Leadership, Democratic Leadership, Educational Quality, Institutional Accountability, Professional Development, School Administrators, Teachers' Work EthicsAbstract
This study examined the relationship between school administrators' leadership styles and teachers' work ethics in selected elementary and secondary schools in Barangay Tañong, Division of Malabon City, during the school year 2017-2018. Anchored in the Input-Process-Output (IPO) conceptual framework, the study employed a descriptive-correlational research design involving 137 teachers from three public schools. Data were collected using a researcher-prepared questionnaire, supplemented by interviews and observations, and analyzed through descriptive and inferential statistical procedures. Findings revealed that school administrators predominantly demonstrated democratic leadership in personnel management, planning, supervision, and decision-making. Teachers exhibited high levels of work ethics, with instructional skills receiving the highest assessment and guidance and counseling skills the lowest. A strong positive correlation (r = 0.86) was reported between administrators' leadership styles and teachers' work ethics. However, inconsistencies between the correlation coefficient and the reported significance test prevented a definitive conclusion regarding statistical significance. Identified workplace challenges included insufficient support for school activities, professional competition, and limited organizational cooperation. Recommended interventions emphasized open communication, continuous professional development, equitable promotion opportunities, and collaborative leadership practices. The study supported Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 16 (Peace, Justice, and Strong Institutions) by highlighting the importance of professional competence, ethical leadership, and institutional accountability. Its sustainability implications emphasized strengthening educational quality, professional relationships, and responsible school management through participatory leadership and continuous professional improvement.
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