Leadership Support as a Correlate to Workload Management in Sectarian Schools in San Pedro City, Laguna: Basis for an Improvement Program

Abstract

Leadership support plays a vital role in promoting teachers' well-being, organizational effectiveness, and sustainable educational performance, particularly in sectarian schools where teachers perform both instructional and faith-based responsibilities. This study examined the relationship between leadership support and workload management among selected sectarian schools in San Pedro City, Laguna. Specifically, it assessed leadership support in terms of communication and feedback, professional development and mentoring, emotional and motivational support, resource and administrative support, participative decision-making, instructional leadership, and workload management support, as well as workload management in terms of time management, task organization, work-life balance, stress management, and administrative support. A descriptive-correlational research design was employed involving 241 school administrators, academic coordinators, and teachers who responded to a validated researcher-developed questionnaire. Data were analyzed using percentages, weighted mean, Analysis of Variance (ANOVA), Pearson Product-Moment Correlation, and t-test for the significance of correlation. The findings revealed that leadership support was Highly Evident, while workload management was Evident. Significant differences were observed among respondent groups regarding selected dimensions of leadership support, and a significant positive relationship was established between leadership support and workload management. Respondents likewise identified organizational challenges as Moderately Encountered, while the proposed Improvement Program was evaluated as Highly Acceptable. The findings underscore the importance of strengthening leadership support to enhance workload management, teacher well-being, and organizational effectiveness in sectarian schools.