How's and Why's of School Leadership in Addressing Teachers' Burnout and Performance

Abstract

This research explored the relationship between school leaders' leadership styles; transformational, situational, instructional, and empowering, and teacher burnout and performance in six mega public schools in Masbate Province, Philippines. The study aimed to identify effective leadership approaches in addressing teacher burnout and enhancing school performance, and recommend relevant policy improvements. A phenomenological research approach was employed. The data was collected us semi-structured interviews with school heads, which were analyzed through inductive thematic analysis. Findings revealed that the most prevalent leadership style was transformational leadership, characterized by a shared vision, motivation, and a culture of trust. Other styles, including situational, instructional, and empowering leadership, were also observed. These leadership approaches had a direct impact on teacher well-being and performance, demonstrating a positive association between effective leadership and reduced burnout, increased job satisfaction, and improved teaching outcomes. The study recommends that school administrators sustain and adapt leadership practices to meet the unique needs of teachers. Additionally, the Department of Education may review and streamline existing policies and implement new programs that address the root causes of teacher burnout—such as excessive workloads, insufficient mental health support, and limited professional development opportunities. The proposed policy framework aims to bridge effective leadership with systemic support, fostering a sustainable and supportive teaching environment that promotes overall school effectiveness.