| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Abstract: This study aimed to determine the teachers’ leadership practices in relation to pupils’ academic performance in English, Mathematics, Science, Filipino and Makabayan in Piñan District, Schools Division of Zamboanga del Norte during the school year 2013-2014. A descriptive correlational research method was employed. Frequency count, percentage, weighted mean, standard deviation, t-test and Pearson r Product Moment Coefficient of Correlation were the statistical tools used. There were one hundred thirteen (113) teachers and twenty-two (22) administrators who were involved as respondents of the study. The study revealed that the teachers’ leadership practices were found to be often manifested indicating a high level of agreement between teachers and administrators. A significant difference was observed in leadership practices specifically in terms of working with others, whereas no significant difference was found in terms of decision-making regarding teaching, working outside classroom duties, trust among others, and expectations on pupils’ academic performance and job satisfaction. The study further revealed that the pupils’ academic performance in Mathematics and Science was fair while their academic performance in English, Filipino and Makabayan was good. There existed a low correlation between the teachers’ leadership practices and the pupils’ academic performance. Based on the findings of the study, the author recommends that the DepEd Key Officials, through the Curriculum Implementation Division (CID) Chief would provide the School Heads with concrete data on teachers’ leadership practices for proper monitoring. Teachers would use the findings of this study to enhance their instructional strategies, especially in subjects where performance is low. Pupils would use the results as bases for reflection to improve their learning engagement.
Keywords: teachers’ leadership practices, pupils’ academic performance, Piñan District, Philippines
Article Info: Received: 12 July 2026, Received in revised form: 11 July 2026, Accepted: 15 July 2026, Available online: 23 July 2026
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