Public education in the Philippines is a complex organization where the establishment of effective schools is one of its goals. Ideally, these schools are those who produce graduates who possess mastery of basic competencies like literacy, numeracy and problem solving (Department of Education, 2011).
In this regard, effective school leaders are needed to exercise school management effectively with competence and dedication. These leaders are those who possess knowledge, commitment, patience and most importantly, the skill to negotiate and work with others to achieve goals. School leadership is dynamic and the style employed by school administrators is complex and plays an integral role in developing culture in a school. It has been said that no nation grows further than the quality of its educational leaders with the wider context of leadership effectiveness towards improving school management (Amanchukwu et.al., 2015).
Good leadership is developed through a never – ending process of self-study, education, training and accumulation of relevant experiences (Bass, 2008). It is considered a strong character and selfless dedication to an organization to prosper through noble professionalism in handling duties and responsibilities. It is imperative that school administrators hold the distinction of being the lead character in facilitating the school’s daily activities anchored from the policy of the Department of Education. They are responsible in delivering instructions and imposing guidelines for the teachers and students and act as focal person of the institution especially in the emergence of important issues and concern in the workplace. In this view, a school principal’s leadership style could create a crucial impact on the teaching performance of the teachers.
This is an approach used to motivate teachers including students to perform in school effectively. This serves as a foundation in building a credible institution where teaching and learning leads the way for the betterment of endeavors. Therefore, the ability of the school principal to provide intellectual stimulation may influence teachers’ self-efficacy on a high level that may result good performance among students. With the aforementioned points of interest, the researcher is very eager to conduct a study by believing that there is a need to figure out the role of leadership style and behavior in teaching performance among teachers. Further, this study aimed to determine the relationship between principals’ leadership style and teaching performance among Secondary Teachers in Pubic Secondary Schools in the District of Garcia-Hernandez, Bohol for school year 2016-2017.