SCHOOL PRINCIPAL LEADERSHIP STYLE AND

TEACHERS INDIVIDUAL PERFORMANCE

COMMITMENT AND REVIEW (IPCR) IN ANTIPOLO
CITY SENIOR HIGH SCHOOL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 193-196
Document ID: 2023PEMJ1353
DOI: 10.5281/zenodo.10154377
Manuscript Accepted: 2023-18-11
Psych Educ, 2023, 15(3): 193-196, Document ID:2023 PEMJ1353, doi:10.5281/zenodo.10154377, ISSN 2822-4353
Research Article

School Principal Leadership Style and Teachers’ Individual Performance

Commitment and Review (IPCR) in Antipolo City Senior High School
Joel L. Caramat*, Dennis G. Caballes
For affiliations and correspondence, see the last page.
Abstract
A variety of studies about school principal leadership style and its association with either teachers’
commitment, productivity, behavior, and morale, to name a few, have been conducted over the years.
This present study generally aims to answer the research questions: “What leadership style is exerted
in Antipolo City Senior High School as perceived by the teachers?”, “What is the level of
performance of the teachers as reflected in IPCRF?”, and “What relationship exists between the
school principal leadership style and teachers’ performance?”. It is a quantitative research study that
makes use of descriptive design which looks into the current situation and relationship of school
principal leadership style and teachers’ performance Descriptive statistics was utilized to the data
gathered from research instrument entitled “Survey Questionnaire on School Principal Leadership
Style and Teachers’ Individual Performance Commitment and Review (IPCR)”. Findings revealed
that the good balance of autocratic, democratic, and laissez-faire type of leadership was associated
with the outstanding performance of the teachers and the school as a whole.

Keywords: leadership style, IPCR, principal

Introduction style, there were more reports of unhappiness in group

where the autocratic style of leadership was applied,
and many of the members were opposing or
As stated by Caballes and Lu (2022) To develop a disengaged. On the other hand, a cooperative and
teacher’s potential in teaching, the teacher’s enjoyable environment was established in
competence in pedagogy and instructions must be organizations where a more democratic style of
considered and discussed in depth. Thus, numerous leadership was adopted. Here, voices and inputs from
studies on leadership and management explain how followers are being considered. Moreover, in the
one’s leadership styles affect employees’ performance, laissez-faire leadership style, there was no mention of
efficiency and productivity. An example is a study dissatisfaction or discontent, but there was a lot of
conducted by Dursun & Bilgivar (2022) concluded production. The research done by Lewin and his
that transformational, instructional, and visionary colleagues also demonstrated that transitioning from
leadership behaviors of school principals strongly an autocratic to a democratic leadership style was
predicted teachers’ happiness and performance. challenging. They also found out that autocratic
Similarly, Sarwar, Tariq, & Yong (2022) found out leadership was best employed when rapid and
that the higher the increase in the use of democratic
concentrated choices were required, and when the
leadership of the school principal, the higher progress
leader was the most knowledgeable member of the
can be seen in teachers’ performance.
team. This is beneficial in a situation where urgency is
at its peak and quick and careful decision-making is
In the 1930s, social scientist Kurt Lewin, who is
widely regarded as the pioneer of contemporary social very much needed. One of the drawbacks of this type
psychology, first coined the term “autocratic” in which of leadership is when poorly implemented which
autocratic leaders are described to be someone making resulted to an atmosphere where unhappiness is
judgments without involving team members, even if rampant and people either leave in droves or fail to
their feedback is helpful. Described to be as top-down perform under these conditions.
approach, autocratic leaders, unlike other types of
leaders, are uninterested in building a team in which As leadership is categorized by a combination of
everyone has a voice, and everyone has a say. strategy and character, leadership styles vary from
school heads, schools, and situations. This resulted to
In 1939, Lewin and his colleagues Lippitt and White different level of employees’ commitment,
performed a series of leadership studies with an productivity, and overall performance. In the study
emphasis on boys' activity groups. Having three conducted by Parveen, et al. (2022), they found out
groups where each group utilized different leadership that the autocratic leadership style significantly exerted
styles such as autocratic, democratic, and laissez-faire strong and positive impact on teachers’ job

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Psych Educ, 2023, 15(3): 193-196, Document ID:2023 PEMJ1353, doi:10.5281/zenodo.10154377, ISSN 2822-4353
Research Article

makes use of descriptive design. According to

performance, while on the other hand, the laissez-faire Creswell (1994), descriptive method is used to gather
leadership style was seen to be problematic and data about the current situation. It instructs the
unhelpful. Additionally, the study conducted by researcher to comprehend the research issue before
Akparep, J., Jengre, E. and Mogre, A. (2019) looking into the underlying cause of the issue
explained that even though democratic leadership style (Bouchrika, 2023). The researcher also aims to look
had a strong relationship between organizational into the relationship of school principals’ leadership
performance, there must be a good balance in the style and teachers’ performance.
application of other leadership styles depending on the
situation. Participants of the Study

In the context Philippine education, DepEd Order No. This research sets in Antipolo City Senior High School
1, series of 2003 defines ‘school head’ as the person (ACSHS) where the researcher employs convenience
responsible for the supervision in terms of sampling technique in choosing the participants of this
administrative and instructional aspects of the school. study. These 43 individuals comprise of teachers,
He or she may be assisted by an assistant school head master teachers and subject group heads. There were
who, shall be both an instructional leader and 28 respondents who participated in this study
administrative manager. Along with this are the corresponding to 65.11% return rate.
authority, accountability, and responsibility of the
school head which primarily include setting the goals, Instruments of the Study
providing conducive environment, implementing the
curriculum, developing and introducing innovative This research uses structured instrument which
programs, projects and activities, administering, contains two parts. The first part is the demographic
managing, and recommending staff complement to the profile of the respondents such as gender, age, highest
needs, and establishing school culture to name a few. educational attainment, area of specialization, years in
service, current position, along with the latest IPCRF
Research Questions rating. The said rating is evaluated using teachers’
performance as observed in key results areas (KRAs)
This study primarily aims to identify how the in terms of (1) Content Knowledge and Pedagogy, (2)
leadership styles of the school head correlate to Learning Environment & Diversity of Learners, (3)
teachers’ annual performance as reflected in their Curriculum and Planning, (4) Assessment and
IPCRF. More specifically, it sought answers to the Reporting, (5) Personal Growth and Professional
following questions: Development, and (6) Plus Factor.

1. What is the demographic profile of the respondents The second part is adopted from Imhangbe et al.
in terms of: (2018) that assesses school principal leadership styles
1.1 Sex; namely (1) autocratic, (2) democratic, and (3) laissez-
1.2 Age; faire. Originally, this instrument contains choices like
1.3 Highest Educational Attainment; “always, sometimes, and never”. The researcher
1.4 Area of Specialization; modified the choices with a 4-point Likert scale of
1.5 Years in Service; and
strongly agree, agree, disagree, and strongly disagree
1.6 Current Position or item?
while retaining all dimensions which contain 3
2. What is the level of performance of the teachers as
statements. This combined instrument is named as
reflected in IPCRF?
“Survey Questionnaire on School Principal Leadership
3. What leadership style in Antipolo City Senior High
Style and Teachers’ Individual Performance
School is perceived by the teachers?
Commitment and Review (IPCR)”.
4. What relationship exists between the school
principal leadership style and teachers’ performance?
Ethical Considerations

Methodology The researchers themselves explained and gave the

informed consent to each participant before the
conduct of the study. They ensured them that the
This present study is quantitative research method that information would be used with utmost confidentiality
and within the purpose of the study only.

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Psych Educ, 2023, 15(3): 193-196, Document ID:2023 PEMJ1353, doi:10.5281/zenodo.10154377, ISSN 2822-4353
Research Article

Results and Discussion (14.3%) Teacher I respectively. As paralleled also in

the highest educational attainment of the respondents,
majority of the respondents were Master Teacher II.
This section presents the findings according to the
study's research questions. Performance Rating

Demographic Profile of the Respondents IPCRF Rating. Among the 28 respondents, 25 (89.3%)
of the teachers had an outstanding performance of 4.50
Gender. Out of 28 respondents, 21 (75%) were – 5.00, while there were 3 (10.7%) of the respondents
female, and 7 (25%) were the males. The teaching who had a very satisfactory performance (3.50 – 4.49)
population of Antipolo City Senior High School was during the rating period SY 2021-2022. This clearly
majority composed of female teachers. indicated very high performance of the teachers of
Antipolo City Senior High School.
Age. Out of 28 respondents, there were 7 (25%) who
were 45-49 years old, 5 (17.9%) who were 25-29 years Perceived Leadership Style
old, while there was a similar number of respondents
in each who were 50 years old and above, 40-44, Autocratic Leadership. The statement 1 ‘School
35-39, and 30-34 years old (14.3%) respectively. The principal allocates the tasks without teacher’s will’
age distribution of the respondents was almost evenly generated a mean score of 2.71 with a descriptive
distributed. interpretation of agree, statement 2 ‘School principal
decides solely without including teachers’ inputs’
Highest Educational Attainment. Among the 28 generated a mean score of 2.32 (agree), and statement
respondents, there were 4 (14.3%) who were Doctorate 3 ‘Performance standards and expectations are set
Degree Holder, 6 (21.4%) who were Doctorate Degree solely for teachers to accomplish’ generated a mean
Units Earner, 10 (35.7%) who were Master’s Degree score of 2.57 (agree), respectively. The dimension of
Holder, 4 (14.3%) who were Master’s Degree Units autocratic leadership had an average mean of 2.54.
Earner, and another 4 (14.3%) who were Bachelor
Degree Holder. Majority of the respondents possessed Democratic Leadership. The statement 1 ‘School
graduate and post-graduate studies as required by the principal accepts the suggestions of teachers about
department in the teaching in senior high school. policies and plans’ generated a mean score of 2.96
(agree) statement 2 ‘School principal shares plans
Area of Specialization. Out of 28 respondents, there regarding school activities with teachers prior to
were 13 (46.4%) who were HUMSS (Humanities and implementation’ with a mean score of 2.93 (agree),
Social Sciences) teachers, 12 (42.9%) who were and statement 3 ‘School principal provides sociable
STEM (Science, Technology, Engineering, and relationships between staff members’, had 3.07
Mathematics) teachers, and there were 3 who were (agree), respectively. The dimension of democratic
Technical-Vocational teachers. leadership had an average mean of 2.99.

Years in Service. There were 8 (28.6%) respondents Laissez-Faire Leadership. The statement 1 ‘School
out of 28 who were in the service for 1 to 5 years, 6 principal does take a little concern in daily activities as
respondents (21.4%) who were in the service for 6 to well as proceedings’ generated a mean score of 2.54
10 years, another 6 who were in for 21 to 25 years, 5 (agree), statement 2 ‘School principal gives a little
respondents who were in for 11 to 15 years, 2 direction to teachers in classroom’ had a mean score of
respondents for 16 to 20 years, and 1 respondent who 2.89 (agree), and statement 3 ‘School principal seldom
were in the service for 26 years and above. Because of assists teachers to deal with work problems’ had 2.79
the increasing number of students in Antipolo City (agree), respectively. The dimension laissez-faire
Senior High School, the demand for additional leadership had an average mean of 2.74.
teachers also increases. Thus, the teacher population of
the said school primarily composed of additional Variety of researchers discussed that there is a clear
teachers who were in the service for 1 to 5 years. manifestation how leadership styles can greatly
influence employees’ performance. In this present
Current Position or Item. Out of 28 respondents, study, the researcher gathered data through survey
there were 10 respondents (35.7%) who were Master questionnaire that measured the perceived leadership
Teacher II, 4 (14.3%) who were Master Teacher I, 3 style of the school principal such as autocratic,
(10.7%) Teacher III, 7 (25%) Teacher II, and 4 democratic, and laissez-faire. Findings revealed that

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Psych Educ, 2023, 15(3): 193-196, Document ID:2023 PEMJ1353, doi:10.5281/zenodo.10154377, ISSN 2822-4353
Research Article

the school principal was perceived by the teachers to References

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2.99).
Creswell, J. W. (1994). Research Design: Qualitative and
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A school principal’s leadership style can have a
significant impact on teacher performance. Principals
Parveen, K., Quang, P., Kumar, T., Habib Shah, A. (2022). Impact
who use effective leadership styles with a good of Principal Leadership Styles on Teacher Job Performance: An
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rical_Investigation
successful. This confirms the study of Sarwar, Tariq,
& Yong (2022) that claimed that principal’s leadership Sarwar, U., Tariq, R. & Yong, Q. (2022) Principals' leadership styles
style had a positive impact on teachers’ performance. and its impact on teachers' performance at college level.
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.919693/full
Diverse situations require different leadership styles
for it is not a one-size-fits-all mechanism. One may not Turley, R. (n.d). Who Is the Autocratic Leader and What Autocratic
be applicable, while others may observe to be Leadership Look Like?
effective. https://www.organizationalleadershipedu.org/faq/what-is-the-autocr
atic-leadership-
style/#:~:text=Of%20course%2C%20this%20type%20of,the%20me
mbers%20of%20the%20team.&text=The%20term%20autocratic%2
Conclusion 0was%20first,social%20psychology)%20in%20the%201930s.

Affiliations and Corresponding Information

Based on the results of the study, the conclusions
derived are the following: (1) The teacher respondents Joel L. Caramat
were described based on their demographic profile. (2) Antipolo City Senior High School
The teacher-respondents showed outstanding Department of Education – Philippines
performance as reflected in their IPCRF. (3) This Dr. Dennis G. Caballes
study revealed that the good balance of autocratic, National Teachers College – Philippines
democratic, and laissez-faire type of leadership was
associated to the outstanding performance of the
teachers and the school as a whole.

Caramat & Caballes 196/196