2026 IJRSE – Volume 15 Issue 9
Available Online: 5 May 2026
Author/s:
Araes, Domingo G.*
Nueva Vizcaya State University, Philippines (domingo.araes@deped.gov.ph)
Sapao, Alicia D.
Nueva Vizcaya State University, Philippines
Agustin, Arnel A.
Nueva Vizcaya State University, Philippines
Abstract:
This study examined the predictive role of school heads’ decision-making practices on the holistic job fulfillment and teaching performance of public elementary school teachers in Bambang I District during the Academic Year 2025–2026. Specifically, it analyzed decision-making approaches in terms of autocratic, consultative, and group practices, and their relationship with teachers’ job fulfillment—measured through job engagement, job satisfaction, job motivation, and job enrichment—and teaching performance across key professional domains. A quantitative descriptive-correlational research design was employed, utilizing validated and pilot-tested survey instruments to ensure reliability and accuracy of data. The respondents consisted of public elementary school teachers whose perceptions were analyzed using mean and regression analysis at the 0.05 level of significance. Findings revealed that school heads’ decision-making practices were generally perceived as good, with participative approaches such as consultative and group decision-making rated very good, while autocratic practices were minimal. Teachers demonstrated a very good level of holistic job fulfillment, indicating strong engagement, motivation, satisfaction, and professional enrichment. Moreover, teaching performance was rated outstanding across all domains, reflecting high levels of professional competence. However, regression analysis showed that school heads’ decision-making practices had a very weak and statistically non-significant influence on both holistic job fulfillment and teaching performance. The study concludes that while participative leadership is evident and teachers exhibit high levels of fulfillment and performance, these outcomes are influenced more by other factors beyond decision-making practices. Consequently, the study proposes targeted training programs to enhance inclusive leadership practices and sustain teachers’ professional growth and effectiveness.
Keywords: decision-making practices, holistic job fulfillment, teaching performance
DOI: https://doi.org/10.5861/ijrse.2026.26146
Cite this article:
Araes, D. G., Sapao, A. D., & Agustin, A. A. (2026). Predictive role of school heads’ decision-making practices on holistic job fulfillment and teaching performance of public elementary school teachers in Bambang I district. International Journal of Research Studies in Education, 15(9), 107-120. https://doi.org/10.5861/ijrse.2026.26146
* Corresponding Author