Leadership Communication Styles and Teachers' Performance in Public Elementary Schools in The Division of San Pedro City, Laguna: Basis for Sustained Progress Drive

Abstract

Effective leadership communication is fundamental to fostering teacher performance, organizational effectiveness, and continuous school improvement. This study assessed the leadership communication styles of school heads and examined their relationship with teachers' performance in selected public elementary schools in the Division of San Pedro City, Laguna. Specifically, it evaluated leadership communication in terms of communication clarity, interpersonal communication, inclusivity, collaborative communication, motivational communication, conflict resolution, adaptability, technology utilization, and professional development. It likewise determined teachers' performance based on Individual Performance Commitment and Review Form (IPCRF) ratings, examined significant differences in respondents' assessments, analyzed the relationship between leadership communication styles and teachers' performance, identified the challenges encountered, and assessed the acceptability of the proposed Sustained Progress Drive. The study employed a descriptive-correlational research design involving school heads, teachers, and non-teaching personnel from selected public elementary schools. Data were gathered using a validated researcher-developed questionnaire and documentary analysis of teachers' IPCRF ratings. Statistical tools included percentage, weighted mean, analysis of variance, Pearson product-moment correlation, and multiple linear regression. The findings revealed that leadership communication styles were Highly Evident, while teachers consistently attained Very Satisfactory performance ratings. Significant differences were observed in selected communication dimensions among respondent groups, and leadership communication styles demonstrated a significant positive relationship with teachers' performance. Respondents also identified several operational challenges related to communication practices. The findings underscore the importance of strengthening leadership communication competencies to sustain teacher effectiveness and organizational excellence in public elementary schools.