Preferred School Head Leadership Style and Job Involvement of Public Elementary School Teachers

This quantitative descriptive-correlational study investigated the relationship between preferred school head leadership styles and job involvement among experienced public elementary school teachers in the Panabo North District. Surveying randomly selected educators, the research assessed leadership domains (authoritarian, participative, transformational, and transactional) alongside emotional, cognitive, and behavioral dimensions of job involvement. Results revealed that teachers reported highly extensive preferences for all leadership styles, particularly participative and transactional approaches, alongside highly extensive levels of overall job involvement. Crucially, a significant positive correlation emerged between preferred leadership styles and teacher job involvement. Furthermore, all leadership domains significantly predicted job involvement, with authoritarian leadership demonstrating the strongest predictive effect. Ultimately, the findings suggest that a leadership approach integrating structure, participation, inspiration, and accountability effectively foster stronger teacher engagement, highlighting critical implications for school leadership preparation and district-level professional development.