Leadership Support and Employee Motivation in the Department of Education Cavite Elementary Schools–East Cluster: Inputs to Human Resource Development

Abstract

Leadership support is recognized as a fundamental organizational factor influencing employee motivation, commitment, and performance, particularly in public educational institutions, where workforce engagement directly affects service delivery and organizational effectiveness. This study examined leadership support and employee motivation among personnel in selected public elementary schools within the Department of Education (DepEd) Cavite East Cluster as inputs for human resource development. Specifically, it assessed leadership support in terms of coaching and mentoring practices, feedback and performance appraisal, decision-making transparency, delegation and empowerment, communication and coordination, and recognition and reward systems. Employee motivation was evaluated in relation to the work environment and morale, opportunities for career advancement, training and professional growth, job security and stability, compensation and benefits, and organizational culture and sense of belonging. The study employed a descriptive-correlational research design involving 300 respondents, including administrative officers, teaching personnel, and non-teaching staff, selected through purposive sampling. Data were analyzed using frequencies, percentages, weighted means, Analysis of Variance (ANOVA), Pearson Product-Moment Correlation, and other appropriate statistical techniques. Findings revealed that leadership support and employee motivation were generally assessed at high levels, with significant positive relationships observed between the dimensions of leadership support and employee motivation. The results indicate that supportive leadership practices contribute substantially to creating a motivated, engaged, and productive workforce. The study concludes that strengthening developmental leadership practices, transparent communication, employee empowerment, and recognition systems can further enhance employee motivation and organizational effectiveness in public elementary schools. These findings provide empirical evidence that may guide leadership development initiatives and future human resource management interventions within the Department of Education.