Effectiveness of Secondary School Heads’ Leadership Approaches in Enhancing Teacher Motivation and Promoting School Success in the Province of Sorsogon
DOI:
https://doi.org/10.65339/ijsair.V2.I2.181Keywords:
Distributed Leadership, Educational Leadership, Instructional Leadership, Intrinsic Motivation, Public Secondary Schools, School Heads, School Success, Teacher MotivationAbstract
This study examined how the leadership approaches of school heads influence teacher motivation and school success in selected public secondary schools in the Province of Sorsogon. It was anchored on Instructional Leadership Theory, Transformational Leadership Theory, Distributed or Shared Leadership Theory, Self-Determination Theory, Path-Goal Leadership Theory, and the Leadership–Motivation–School Success Integration Theory. Using a descriptive–quantitative–correlational design, the study gathered data from 344 respondents from twenty-four selected public secondary schools in the First and Second Congressional Districts and Sorsogon City during Academic Year 2024–2025. Convenience sampling was employed, and data were collected through a survey questionnaire covering leadership approaches, teachers’ intrinsic and extrinsic motivation, and indicators of school success. Descriptive and inferential statistics, including frequencies, means, rankings, correlation, and t-test, were used in the analysis. Findings showed that Distributed Leadership was the most prominent leadership approach, while Instructional Leadership and Digital / E-Leadership were less emphasized. Teachers in the 1st Congressional District demonstrated the highest levels of intrinsic and extrinsic motivation, and the same district also showed the strongest learner, teacher, and overall school performance. The study found a significant positive relationship between school heads’ leadership approaches and teachers’ intrinsic motivation, but no significant relationship with extrinsic motivation and school success. Based on these findings, the study recommended strengthening instructional and digital leadership, sustaining collaborative leadership practices, enhancing teacher motivation programs, and providing continuous leadership development for school heads. The study is directly aligned with SDG 4: Quality Education and also relates to SDG 16: Peace, Justice, and Strong Institutions through its focus on effective school governance and educational improvement. Its sustainability impact lies in supporting educational, institutional, and governance sustainability by identifying leadership practices that can strengthen teacher engagement, school management, and long-term school effectiveness.
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