The study aimed to determine the influence of school heads' leadership
behavior on teachers' performance in the Cainta Sub-Office. This study
utilized descriptive correlational research to evaluate the influence of school
heads' behavior on teachers' performance. The study selected 19 school head
respondents and a proportional number of teachers per school, with 280
teacher-respondents from the 19 public elementary schools in Cainta. The
findings highlighted the extent to which the leadership behavior of school
heads has been excellent. The study recommended that administrators
establish linkages with organizations that have the potential to benefit school
heads and teachers in all disciplines to determine precisely what initiative and
innovation best improve the education process. Moreover, dealing with
educational gaps or issues requires good leadership behaviors and strategies.
Benchmarking and participation in existing leadership programs, such as the
School Heads Development Program Foundational Course and Training
Program on School Leadership and Management (TPSLM) and Learning
Delivery Modalities (LDM) Course offered by NEAP, can broaden
mentorship and aid school heads in managing the organization and guiding
individuals toward success. On the other hand, teachers can also be
encouraged to pursue higher education by allowing them to enroll in graduate
programs to improve their instructional competency and personal traits and
obtain a deeper understanding of the leadership behavior of their school
heads. Notably, the findings align with a critical component of the
MATATAG Agenda set forth by the Department of Education, specifically
the component represented by the letter G which signifies “Give support to
teachers to teach better.” The leadership behavior demonstrated by school
heads is pivotal in facilitating teachers’ pursuit of further study and
professional development. By providing targeted professional development
programs and empowering teachers through continuous training and support,
educational leaders can cultivate a culture of excellence and innovation in
teaching. This alignment with the MATATAG Agenda highlights the
significance of strong leadership in driving educational improvements and
achieving the overarching goals of enhancing teacher effectiveness and
student outcomes. A three-year development plan was proposed to strengthen
the leadership behavior of school heads and teachers' performance.
Implementation of the proposed plan was recommended.