Exploring the Impact of School Heads’ Instructional Management, Emotional Intelligence, and Leadership Skills on the Teachers’ Work Values

Abstract

The study was conducted to determine the significance and combined influence of school heads’ instructional management, emotional intelligence, and leadership skills on the work values of teachers in the Division of Davao Occidental, Philippines. To achieve the purpose of the study, the researchers employed the descriptive-predictive research design. The respondents to the study were public school teachers teaching basic education from each of the three districts within the Division of Davao Occidental. The researchers identified the schools using the cluster random sample approach. We modified the survey questions to primarily address the study’s issues before administering them. While significant correlations and impacts were quantified using Pearson-r and multiple regression, respectively, the researchers determined the levels by computing the mean and standard deviation. The very high degree of instructional management exhibited by school leaders suggested that they constantly displayed instructional management. School leaders displayed a high degree of emotional intelligence, indicating that their emotional intelligence was noticeable. The heads of schools demonstrated a high degree of leadership, suggesting that their skills were apparent. Teachers consistently demonstrated their work values at a high level. Significant correlations were found between the instructional management of school heads and the work values of teachers, as well as between their emotional intelligence, teachers’ work values, and their leadership skills. These showed that teachers’ work values will rise in proportion to gains in school heads’ instructional management, emotional intelligence, and leadership skills levels. The study found no significant correlation between leadership skills and teachers’ work values, but a significant correlation existed between school heads’ emotional intelligence and instructional management and teachers’ work values. However, school heads’ leadership abilities, emotional intelligence, and instructional management all had a substantial combined impact. The study underscores that instructional management, emotional intelligence, and leadership skills can impact positive work values in schools.