The Relationship of Leadership Styles and Organizational Productivity Skills to Teacher Professionalism

The primary aim of this study is to examine the relationship of leadership styles and organizational productivity skills to teacher professionalism. The leadership styles of the administrators were categorized as coercive, pacesetting, coaching, democratic, affiliative, and authoritative. The organizational productivity skills were assessed in terms of global strategic skills, team-building skills, organizational skills, communication skills, and transfer of knowledge skills. Teacher professionalism was discussed in terms of these components: teacher confidence, teacher practice, teacher collaboration, and teacher leadership. The study utilized the descriptive survey research method. There were (333) three hundred thirty three respondents classified as administrators group and teachers group. The following statistical tools were used to ensure the valid and systematic presentation, analysis and interpretation of data: frequency and percentage, weighted mean, t-test for independent samples, and Pearson Product Moment Correlation. The study revealed that school administrators are generally viewed as democratic and coaching leaders who allow people a say in decisions that affect their goals and how they do their work, thus, driving up flexibility, responsibility and keeping morale high. It can also be inferred from the finding that school administrators possess effective strategic skills which is primarily demonstrated by their openness to change particularly those concerning global trends and innovations