Effects of Leadership Styles of School Heads to Mental Health Status and Job Performance of Elementary School Teachers in the Division of Lucena City

This study examined the effect of leadership styles school heads on the mental health status and job performance of elementary school teachers in the Division of Lucena City, using a descriptive–correlational research design. A stratified random sampling technique was employed to select respondents from selected public elementary schools, which included school heads and teachers. Data were gathered using validated survey questionnaires and were analyzed using descriptive statistics such as mean and standard deviation, as well as regression analysis. The findings revealed that Transactional Leadership was the most commonly practiced leadership style among school heads. Results also showed that teachers demonstrated a high level of mental health status, indicating emotional resilience, effective coping strategies, and the ability to maintain work–life balance. Furthermore, teachers’ job performance was rated Outstanding, particularly in the areas of professionalism, collaboration, learner support, and commitment to teaching responsibilities. Statistical analysis indicated that there was no significant relationship between school heads’ leadership styles and teachers’ mental health status (p = 0.412) as well as teachers’ job performance (p = 0.498). However, the study revealed a significant positive correlation (r = 0.336) between teachers’ mental health status and job performance. This suggests that teachers who experience better mental well-being tend to demonstrate higher levels of effectiveness, engagement, and productivity in their professional duties. The results highlight the importance of supporting teachers’ mental health as a key factor in improving job performance. Based on the findings, an intervention program focusing on leadership empowerment, mental wellness, and stress management was proposed to sustain teacher well-being and promote a supportive and high-performing school environment.