Assessing the Leadership Styles of School Heads in Public Elementary Schools at Lugus District-Sulu: Teachers’ Perspectives

Farhama Abdulgafur; Masnona Asiri

doi:10.62596/r3qjep14

Authors

Farhama B. Abdulgafur School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/r3qjep14

Keywords:

leadership styles, school heads, democratic leadership, transformational leadership, autocratic leadership, laissez-faire leadership, teachers’ perceptions, Lugus District, Sulu

Abstract

This study explored the leadership styles of school heads in public elementary schools in Lugus District, Division of Sulu, as perceived by teachers. It focused on autocratic, democratic, transformational, and laissez-faire leadership styles, and examined differences and relationships in teachers’ perceptions when grouped according to selected demographic variables. A descriptive–exploratory research design with a quantitative approach was utilized. A total of 100 teachers were selected through purposive sampling during the School Year 2025–2026. Data were gathered using a modified standardized questionnaire and analyzed through descriptive and inferential statistics, including frequency, percentage, weighted mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA), and Pearson correlation. The results indicate that democratic and transformational leadership styles are highly practiced, while autocratic leadership is least observed and laissez-faire leadership is moderately practiced. No significant differences were found when respondents were grouped according to age, civil status, and length of service. However, significant differences were identified in autocratic leadership based on gender and in transformational leadership based on educational attainment. Correlation analysis further revealed a significant positive relationship between democratic and transformational leadership, and a significant negative relationship between autocratic and democratic leadership. Overall, the findings suggest that leadership practices in the district are largely participative and developmental, emphasizing collaboration, empowerment, and professional growth among teachers.

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