This study examined the influence of school heads’ leadership behaviors, framed within transactional leadership and operationalized through the Path-Goal dimensions of achievement-oriented, directive, supportive, and participative leadership, on teachers’ job satisfaction in the District of Calabanga, Camarines Sur. It assessed teachers’ perceptions of these leadership behaviors and their level of job satisfaction in terms of security, work environment, job responsibilities, and community linkages.The study employed a concurrent-parallel mixed-method design, combining descriptive-evaluative-correlational quantitative methods and descriptive-qualitative approaches. A total of 208 public secondary school teachers participated in the quantitative phase, while nine participants were involved in the qualitative inquiry. Quantitative data were analyzed using weighted mean, frequency, percentage, Pearson’s r, coefficient of determination, and One-Way ANOVA. Qualitative data provided deeper explanations and contextual understanding of the findings.Results revealed that school heads highly manifested the examined leadership behaviors, with directive leadership obtaining the highest mean (4.14), followed by achievement-oriented and supportive leadership (4.01), while participative leadership recorded the lowest mean (3.95). The overall mean of 4.03 indicated a high level of leadership manifestation. Teachers likewise reported a high level of job satisfaction, particularly in work environment (3.50), community linkages (3.49), and job responsibilities (3.48). Security obtained a moderate rating (3.36), resulting in an overall mean of 3.44.Statistical analysis showed no significant differences among the leadership dimensions or among the domains of job satisfaction. However, a significant positive relationship was found between leadership behaviors and teachers’ job satisfaction (r = .150, p = .031), accounting for 2.25% of the variance. This finding suggests that while leadership practices contribute to teacher satisfaction, their influence is relatively modest and other organizational and personal factors also affect teachers’ work attitudes.The qualitative findings highlighted key leadership practices such as setting clear expectations, applying the remind-and-reprimand principle, recognizing and rewarding accomplishments, involving teachers in decision-making, and validating teacher inputs through private discussions. These practices were perceived as contributing to positive working relationships and teacher motivation.Based on the findings, a sustainability plan was proposed to strengthen leadership practices among school heads. The plan includes strategic leadership development, institutionalization of leadership best practices, active community engagement, systematic monitoring and evaluation, and leadership succession planning. These initiatives aim to sustain teacher motivation, enhance job satisfaction, and support continuous school improvement.The study concludes that leadership behaviors associated with the Path-Goal framework have a statistically significant but weak influence on teachers’ job satisfaction. Although the explained variance was small, the significant relationship indicates that effective leadership remains an important factor in fostering positive workplace experiences and supporting teacher satisfaction in public secondary schools.
Leizl Molina (Thu,) studied this question.