Keywords
supervisory rapport
work values
school climate
intervention plan
How to Cite
Abstract
This research aimed to investigate teachers' perceptions of their school heads' transformational leadership, supervisory rapport, and work values, exploring how these factors collectively influenced school climate across three public high schools in Tuguegarao City: Cagayan National High School, Cataggaman National High School, and Linao National High School. The study specifically sought to understand teachers' views on their school heads’ vision, practices, communication, lesson planning and supervision, lesson delivery, assessment practices, and various work values, including occupational, interpersonal, and managerial values. It also examined how these elements affected the school climate in areas such as sense of belonging, intellectual engagement, and overall well-being. A descriptive-correlational research design was employed to investigate the impact of school heads’ leadership and rapport on school climate. Data was gathered through a structured survey administered to 205 teachers, using a stratified sampling technique to ensure representation across the schools. Findings showed that teachers valued their school heads’ clarity of vision, support for professional development, and communication, while indicating a need for improvement in specialized support, instructional leadership, and feedback. Supervisory practices were positively viewed in lesson planning and support, but showed gaps in oversight of teacher-student interaction and provision of feedback. Overall, teachers viewed their school heads’ work values positively, especially in faculty training and collaboration. Significant differences in leadership perceptions were noted across schools, though school climate ratings remained consistent. Additionally, significant associations were found between school climate and school heads' transformational leadership, supervisory rapport, and work values, suggesting positive relationships where favorable perceptions in these areas correspond with a positive school climate in the three public high schools. These findings underscore the importance of targeted interventions to promote equitable treatment, faculty input, and professional development, leveraging the identified leadership strengths to foster a supportive school climate for both teachers and students.References
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