Paper Contents
Abstract
AbstractThis study aims to determine the effect of managerial practice on performance of public school teachers in Padada District, Davao del Sur. The study explored through teacher interviewing the impact of leadership styles, communication, professional support and collaboration on pedagogical practices and classroom management and teacher efficacy through administrators and stakeholders interviewing. In a nutshell, the motivational behaviour, participative decision-making and open channel of communication offered by transformational leadership was found to enhance motivation, satisfaction, and quality instruction as revealed through thematic analyses. An anger-and-keep-out-of-the-loop leader frustrates teachers, robs them of their make-up freedom, and lessens their effectiveness. More and more teachers emphasized how clear expectations, professional development, and collegial collaboration improve school climate. Based on the Bass and Avolio (2000) Transformational Leadership Theory and Social Cognitive Theory, managerial practices could contribute significantly to teacher resilience pre and post-pandemic. Principals must acknowledge their responsibility for using allocation resources and creating collaborative cultures to improve teacher performance and thus, increase student achievement. School principals managerial attitudes influence the consistency and quality of teaching, according to the findings. When principals model respect, shared leadership, and emotional support, teachers respond with greater commitment and instructional effectiveness. As a consequence, enhancing school leadership is key to not only teachers performance, but also educational outcomes in general.Keywords: teacher performance, managerial practices, transformational leadership, instructional delivery, school leadership
Copyright
Copyright © 2025 Honey Grace T. Ordaneza. This is an open access article distributed under the Creative Commons Attribution License.
