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Published in
Academic Frontiers
Participatory Leadership Style of School Heads and Job Motivation of Teachers: Strategic Plan
Academic Frontiers, 2(8), 1-15, ISSN: 3082-4400, 2026.
Recommended Citation:
Pardillo, M. F. (2026). Participatory Leadership Style of School Heads and Job Motivation of Teachers: Strategic Plan. Academic Frontiers, 2(8), 1–15. https://doi.org/10.5281/zenodo.22151605
Author(s)
Pardillo, Mateo F.
Abstract
This research determined the levels of participatory leadership and motivation of school heads and teachers of Talisay City Division, Talisay City, Cebu, District 5 for the school year 2025- 2026. The majority of the respondents were female, aged 31-35, married, completed the master's program, had over six years of experience, received a very satisfactory performance rating, and attended national trainings. The results of the study revealed that school heads perceived themselves as practicing participatory leadership, with mean scores ranging from 4.47 to 4.64, all described as "Strongly Agree." The highest-rated indicator was fostering commitment, suggesting that school heads view themselves as high motivators, with high ratings on providing intellectual stimulation and providing vision, while teachers perceived their school heads as highly participatory leaders, consistently rated as "Strongly Agree." Fostering commitment, intellectual stimulation, and providing vision received the highest ratings. School heads perceived their level of job motivation very positively, with all items rated in the "Strongly Agree" category. Both school heads and teachers from District 5 demonstrate high levels of job motivation across all four dimensions—intrinsic motivation, job content, job context, and attitudinal outcomes. School heads exhibit a slightly higher overall motivation compared to teachers. Specifically, teachers rate slightly higher in intrinsic motivation and attitudinal outcomes (4.492) than school heads (4.48), while school heads score higher in job content (4.72) than teachers (4.484), indicating that they find their job responsibilities more profound. These findings suggest that both groups are highly motivated, though their motivational strengths vary slightly by dimension. Finally, the statistical analysis confirmed a significant relationship between participatory leadership and job motivation, indicating that teachers’ job motivation is significantly associated with their perceptions of their school heads’ participatory leadership practices. Hence, the null hypothesis was rejected. Moreover, a strategic plan for leadership attitudes and job motivation will be provided through a Job embedded learning.
Keywords
Developmental Education, Descriptive Method, Participatory Leadership, Job Motivation, Strategic Plan, Talisay City, Cebu, Philippines
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