School Heads’ Leadership Styles Vis-À-Vis Organizational Culture and Teachers’ Job Satisfaction: Basis for Contingent Leadership Plan

Abstract

This research aimed to investigate the effects of various leadership styles among school heads on school culture and teachers' job satisfaction in public schools in the City of Meycauayan for the School Year 2024-2025. Furthermore, the study sought to develop a contingent leadership plan tailored for school heads to improve educational outcomes. Three adapted modified instruments used in the research were the Path-Goal Leadership Questionnaire (PGLQ), the Organizational/School Culture Assessment Questionnaire (QCAQ), and the Mohman-Cooke-Mohman Job Satisfaction Scale (MCMJSS). The instruments were used to measure school heads' leadership styles and their effects on organizational culture and teachers' job satisfaction. The theoretical framework adopted was Northouse's (2016) Path-Goal Theory. The study found that the styles of leadership of school heads, such as directive, participative, supportive, and goal-oriented, were positively correlated to the intensity of organizational culture and job satisfaction of teachers. More specifically, the regression analysis indicated that school heads' leadership styles significantly influence organizational culture. Achievement-oriented leadership was especially significant. The findings indicate that reinforcing school heads' leadership skills through a contingent leadership plan could have a major positive impact on organizational culture and teacher job satisfaction. This is in line with the Path-Goal Theory, which focuses on the leadership function of achieving organizational results by matching leadership styles to employees' needs and the work environment.