Supervisory Behavioral Attitudes and Leadership Inclination of Elementary School Teachers in Jolo Districts: Influence to Willingness to Accept Related Job Opportunities
DOI:
https://doi.org/10.67167/vertex.493Keywords:
supervisory, leadership influence , leadership willingness, job opportunities , elementary school teachers, leadership styles, supervisory attitudesAbstract
This study investigated the relationship between perceived supervisory behavioral attitudes and leadership inclination among 184 elementary school teachers in Jolo Districts. Utilizing a descriptive-correlational research design, data were collected through standardized instruments and analyzed using frequency, percentage, mean, independent samples t-test, One-Way ANOVA, Regression, and Pearson Product-Moment Correlation. The findings revealed that teachers generally perceive their supervisory behavioral attitudes as possessing high potential, categorized as "supervisory material." Notably, no significant differences in these perceptions were found across various demographic profiles. Conversely, leadership inclination exhibited significant variation depending on the level of responsibility. While teachers demonstrated a high willingness for "Extra Level" (collaborative) leadership roles, they were only "Moderately Willing" to accept "High Level" administrative positions. Statistical analysis further indicated that gender and educational attainment significantly influence leadership willingness. Specifically, male teachers and those with advanced graduate units showed a higher inclination toward leadership roles. Crucially, the study found no significant correlation between perceived supervisory attitudes and leadership inclination for the general population. The only exception was among Master of Arts degree holders, where supervisory behavior accounted for 10% of the variance in collaborative leadership willingness. The study concludes that leadership ambition is primarily driven by intrinsic and demographic factors rather than external supervisory modeling. Consequently, it is recommended that the district implement gender-inclusive leadership programs and provide tangible incentives for graduate studies. These strategic interventions are essential to strengthen the district’s leadership pipeline and ensure a sustainable transition of qualified educators into administrative and collaborative leadership roles within the Jolo Districts.
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