Interpersonal Leadership Engagement on Teachers’ Performance

Jerico V. Samonte and Lpt, Nomelita S. Lo, Edd
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Jerico V. Samonte: Department of Education, Tabas National High School, Philippines
Lpt, Nomelita S. Lo, Edd: Department of Education, Tabas National High School, Philippines

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 4, 116-127

Abstract: This study investigated the relationship between interpersonal leadership engagement and teachers’ performance in secondary schools within the Paracale District. Specifically, it examined the extent to which school leaders exhibit the qualities of intellectual stimulation, individualized consideration, inspirational motivation, and idealized influence. Evaluates teachers’ performance across various dimensions, such as content knowledge, pedagogy, learning environment, curriculum planning, and professional engagement. The researcher employed the complete enumeration sample technique with two hundred thirty-seven (237) teacher-respondents from public secondary schools in the Paracale District, Camarines Norte, labeled as School A, School B, School C, School D, and School E. The findings revealed that school heads generally demonstrate high levels of interpersonal leadership engagement, particularly in individualized consideration and idealized influence. Teachers’ performance is predominantly rated as “Very Satisfactory,†with strengths in fostering a supportive learning environment and areas for improvement in content knowledge and pedagogy. Despite these findings, no significant relationship was found between the interpersonal leadership engagement of school heads and teachers’ performance. Based on these results, the study proposes a Professional Training program addressing intellectual stimulation and Teachers’ Performance on Content Knowledge and Pedagogy to address the identified areas for improvement. This study contributed to understanding the dynamics between leadership engagement and teacher performance, providing insights for potential interventions to enhance both.

Date: 2025
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