This study focuses on the relationship between leadership styles and work motivation in five private and five public elementary schools in Marawi City, Lanao del Sur. The research uses the Path-Goal Theory of Robert House to analyze the administrators’ leadership styles and the relationship between teachers' work motivation and their leaders' leadership styles. The researcher utilized a descriptive-inferential method to analyze data. The researcher used self-constructed questionnaires. The study found that private school teachers are between 20-25 years old, single, LET passers, and English majors. They moderately observe their principal's directive leadership style and prefer to follow standard rules and regulations. Public school teachers, on the other hand, are 41-45 years old, married, LET passers, English majors, and Teacher I in rank. They prefer their principal to maintain friendly working relationships, listen receptively to teachers, and love their profession. The study found significant differences in respondents' perceptions on administrators' leadership style and work attitude and values between the two groups, and no significant difference in preferred leadership behavior. The recommendations include increased openness between administrators and subordinates, regular meetings to ensure efficiency and effectiveness, and the use of 100% LET passers for teaching. Teachers should be open about leadership styles and be aware of their roles in the institution. Students should be aware of the roles of school administrators and their limitations. Parents should work cooperatively with teachers to understand their roles. Attending trainings and seminars on leadership and work attitudes and values can improve work output and knowledge.

Authors:
Jonaidah Hadji Said, Mindanao State University, Philippines

About the Presenter(s)
Dr. Jonaidah B. Hadji Said is an Associate Professor I at MSU-ILS. She always wants to grow in her teaching profession. This is the reason that most of her research is related to education, values and attitudes, teachers' competency and leadership.

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