Teachers’ Perceptions of School Leadership: Implications for Performance and Morale
DOI:
https://doi.org/10.67167/vertex.672Keywords:
school leadership, teacher perceptions, distributed leadership, work performance, morale, leadership stylesAbstract
School leadership plays a vital role in influencing teachers’ performance, motivation, and workplace morale. This study examined teachers’ perceptions of school leadership styles and their implications for work performance and morale among public integrated schools in the District of Batan. Guided by the need to assess leadership’s impact on teacher outcomes, the research addressed four questions: (1) the predominant leadership styles perceived, (2) levels of teacher performance and morale, (3) the significance of relationships between leadership and outcomes, and (4) the style most positively associated with high performance and morale. A quantitative descriptive-correlational research design was employed involving 69 purposively selected teachers from public integrated schools. Data were collected using a validated researcher-made questionnaire administered through Google Forms. The instrument demonstrated excellent internal consistency (Cronbach’s α = .907). Descriptive statistics, Pearson correlation, and multiple regression analyses were performed using SPSS version 21. Results revealed that distributed leadership (M = 4.53) and transformational leadership (M = 4.53) were the most highly perceived leadership styles. Teachers also reported very high levels of work performance (Grand Mean = 4.63), particularly in professional responsibilities (M = 4.70), and very high morale (Grand Mean = 4.58), with motivation receiving the highest rating (M = 4.59). Significant positive relationships were found between distributed, democratic, servant, constructivist, emotional, and instructional leadership and teachers’ work performance and morale (r = .411–.668, p < .05). Regression analysis identified distributed leadership as the strongest predictor of professional responsibilities (β = .801, p = .012) and teacher motivation (β = .923, p = .003). The findings underscore the importance of collaborative and participatory leadership practices in promoting teacher effectiveness and sustaining high workplace morale. Strengthening distributed leadership in schools is therefore recommended to enhance teacher engagement, professional commitment, and overall school effectiveness.
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