Leadership Style of School Heads and Its Moderating Impact on Work Stress of Teachers in a District
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2022, Vol 3, Issue 9
Abstract
This study sought to examine the significant relationship between the leadership style of school heads and teachers' stress levels. This research used the descriptive method of analysis. A closed-ended researcher-modified survey questionnaire was employed to collect quantitative data from Sta's 232 elementary and secondary teachers. Cruz District, Sta. Cruz, Zambales. To determine the significant relationship between school heads' leadership styles and teachers' work stress levels in Sta. Cruz district, Pearson product-moment correlation with an alpha of 5% was used. Other statistical tools used in this study were frequency count, percentage, and weighted mean. The study yielded a few noteworthy results—most teachers in Sta. Cruz district is female. Furthermore, most teachers were in their young adulthood stage or from 31-40. For the years in service and position at the Department of Education, the study found that most teachers have 1 to 10 years in service and occupy the Teacher I position. While more than half of the teachers at Sta. Cruz district already has master's degrees, and only a few finished their doctorate. Not very surprising, teachers in Sta. Cruz district is experiencing moderate stress at work. Furthermore, most of the respondents strongly agree that school heads of Sta. Cruz district is authoritative. Half of the respondents agree that school heads are democratic or participative, and most strongly agree that school heads are laissez-faire/ delegative leaders. In addition, this study also revealed that gender and length of service have no significant variations in teachers' work stress levels. However, age, highest educational attainment, and position considerably vary with work stress. Finally, the study found that an increased authoritative leadership style contributes to a higher level of work stress. In comparison, democratic/participative and laissez-faire/delegative leadership contributes slightly lower work stress to the teachers. The study proved that the leadership style of the school head, either authoritative, democratic/participative, or laissez-faire/delegative has a significant relationship to the level of work stress.
Authors and Affiliations
Rowena Mendez
Keywords
Related Articles
- EP ID EP728113
- DOI https://doi.org/10.5281/zenodo.7013134
- Views 18
- Downloads 0
Real Heroes Don't Wear Capes: The Lived Experience and Challenges Faced by Preschool Teachers Amidst the Blended Learning
Due to the COVID-19 pandemic, preschool teachers must quickly adjust to online education. During COVID-19, teachers have been forced to embrace technology. This study investigates the lived experiences and challenges of...
Basic Education Learning Continuity Plan (BE-LCP) and the Performance of the Schools in Selected Local Government Units across CALABARZON: Basis for a Theory-Based BE-LCP Localized Implementing Guidelines
The study investigated the relationship between the implementation of the Basic Education Learning Continuity Plan (BE-LCP) in CALABARZON's local government units (LGUs) and school performance, focusing on curriculum imp...
Building Capabilities of the Neophyte School Heads: Initiatives and Needs
This research focused on identifying the initiatives in place to foster the development of neophyte school heads' capabilities, understanding their specific needs, and proposing a framework for improvement during the aca...
Virtual Learning Packet in Pattern Drafting and Designing for Garments, Fashion and Design Students
This study attempted to create and evaluate a virtual learning packet in Pattern Drafting and Designing for Garments, Fashion, and Design Students of the Marikina Polytechnic College during the Second Semester of the aca...
Identification and Validation of Learning Domains for Alternative Learning System: Input to Assessment to Implementers' Competence
This study identified and validated the six (6) learning domains for Alternative Learning System (ALS) that can be used as input to the assessment of the ALS implementers' competence in communication skills, scientific a...