Teacher leadership dynamics, job satisfaction, and IPCR performance of secondary school teachers: Basis for a leadership training program
Abstract
This study examined teacher leadership dynamics, job satisfaction, and professional performance at Guba National High School, Guba, Cebu City, for the School Year 2025–2026, as a basis for developing a leadership training program. Specifically, it assessed teachers’ leadership dynamics, level of job satisfaction, IPCR performance ratings, significant relationships among variables, and challenges encountered in performing leadership roles. The study employed an embedded mixed-methods research design using descriptive-correlational and qualitative approaches. The respondents included 35 teachers in the quantitative phase and 12 in interviews. Data were gathered through survey questionnaires, interview guides, and IPCR records. Statistical tools used were frequency, percentage, weighted mean, and Pearson Product-Moment Correlation, while thematic analysis was used for qualitative data. Findings revealed that teachers strongly agreed that leadership dynamics were highly evident in defining the school mission, managing the instructional program, and promoting a positive school learning climate. Teacher job satisfaction was generally high, particularly in professional growth and interpersonal relationships, while most teachers obtained high IPCR ratings. Significant positive relationships were found between instructional program management, positive school climate, and teacher job satisfaction. However, no significant relationships were found among leadership dynamics, job satisfaction, and IPCR performance ratings. Major challenges identified included excessive workload, limited resources, unclear communication, and administrative demands. The study concluded that effective leadership practices contribute to teacher job satisfaction and professional effectiveness. Based on the findings, a Teacher Leadership Training Program was proposed to strengthen instructional leadership, collaboration, professional growth, and teacher well-being.