Attributions of Leadership and Teaching Performance of Faculty of Public Higher Education Institutions in Sulu

الملخص

This study assesses leadership attributes and teaching performance of faculty of public higher education institutions in Sulu during School Year 2021-2022. Employing the descriptive-correlational research design with 200 respondents taken through purposive sampling procedure, and treating data through weighted mean, standard deviation, t-test for independent samples, one-way ANOVA, and Pearson’s test of correlation, this study reveals the following findings: 1) Majority of the teacher-respondents are female, within 41-50 years old, married, have 10 years & below of length of service, almost equally distributed into the four groups of ranks/positions, and mostly have bachelor’s degree. 2) On the average, teachers expressed agreement that principals of senior high schools oftentimes perform their leadership styles in terms of directive style attributes, supportive style attributes, participative style attributes, and achievement-oriented style. 3) On the average, teachers of public senior high schools in Sulu perceived to have high level of teaching in terms of planning, organizing, monitoring and evaluation, classroom atmosphere and discipline, and leadership. 4) On the average, there is no significant difference in the extent of leadership style attributes of principals of senior high school in Sulu when data are grouped according to gender, civil status, rank/position, and educational attainment. But significant difference exists in terms of age and length of service wherein teachers within 31-40 years old and have 10 years & below have better ways of perceiving the extent leadership style. 5) On the average, except for age, there is no significant difference in the assessment of teacher-respondents of the teaching performance of teachers when data are categorized according to gender, civil status, length of service, rank/position, and educational attainment. 6) There is a high correlation between teachers’ assessment of leadership style and teaching performance. This study tends to support (Atsebeha 2016) Model of Principals’ Leadership Attributes which asserts that Principal’s Leadership Attributes are manifested by principal’s leadership behaviors as directive style attributes, supportive style attributes, participative style attributes, and achievement-oriented style attributes..