2025 IJRSE – Volume 14 Issue 16
Available Online: 1 November 2025
Author/s:
Magan, Augustina S.
Department of Education, Aritao I District, SDO Nueva Vizcaya, Philippines (augustina.magan@deped.gov.ph)
Guyong, Fernando I.*
Nueva Vizcaya State University-Bambang Campus, Philippines (fernandoguyong067@gmail.com)
Abstract:
This study examines the determining role of school administrators’ empowering leadership on the subjective well-being of 94 public elementary school teachers in the Aritao I District during the school year 2025–2026. Employing a quantitative descriptive-correlational design, the study analyzed the relationship between empowering leadership—covering authorization, responsibility, self-determination, self-decision making, self-problem solving, knowledge sharing, skill development, and coaching for innovative performance—and teachers’ subjective well-being, which included emotional, psychological, and social well-being, workplace satisfaction, sense of purpose, autonomy, work-life balance, and resilience. Data were collected through validated instruments and statistically analyzed at a 0.05 significance level. Findings revealed that school administrators demonstrated a very good level of empowering leadership (M = 3.58), with coaching for innovative performance rated highest. Teachers likewise exhibited a very high level of subjective well-being (M = 3.55), led by a strong sense of purpose and meaning. Spearman rank-order correlation analysis showed a moderate, positive, and significant relationship (r = 0.542, p < 0.05) between empowering leadership and teachers’ well-being, with the strongest association observed in self-decision making (r = 0.742). These results underscore the vital role of leadership that fosters autonomy, participation, and collaboration in enhancing teacher well-being. Based on the findings, a Capacity Building Program Manual was developed as an educational management intervention to strengthen empowering leadership and promote teachers’ holistic well-being. The study recommends continuous professional development, institutionalization of participative policies, and replication of the research across other educational contexts.
Keywords: empowering leadership, subjective well-being, teacher well-being, educational management, capacity building
DOI: https://doi.org/10.5861/ijrse.2025.25040
Cite this article:
Magan, A. S., & Guyong, F. I. (2025). Subjective well-being of teachers in public elementary schools in Aritao I District: Role of empowering leadership. International Journal of Research Studies in Education, 14(16), 121-135. https://doi.org/10.5861/ijrse.2025.25040
*Corresponding Author