2026 IJRSE – Volume 15 Issue 20
Available Online: 21 August 2026
Author/s:
Lagutan, Gemma P.
Department of Education- SDO Nueva Vizcaya, Philippines
Naui, Jesusa L.*
Nueva Vizcaya State University, Philippines
Agustin, Arnel A.
Nueva Vizcaya State University, Philippines
Abstract:
This study examined the transformational–instructional hybrid leadership practices of school heads and their relationship with teachers’ job satisfaction in Aritao II District during School Year 2025–2026. Using a quantitative descriptive-correlational design, data were gathered from 85 teacher-respondents selected through stratified random sampling. Validated survey questionnaires were administered and analyzed using weighted mean and Spearman Rank Correlation at a 0.05 level of significance. Results showed that school heads demonstrated Outstanding transformational–instructional hybrid leadership practices (GM = 4.63). Vision-Driven Instructional Leadership obtained the highest mean, followed by Instructional Coaching and Professional Development Support, Empowerment and Collaborative Decision-Making, Motivational Support and Teacher Recognition, and Data-Informed Instructional Improvement. Teachers’ job satisfaction was rated High (GM = 4.44), with Work Itself as the highest-rated dimension, while Compensation and Benefits received the lowest rating, indicating a need for improvement. Correlation analysis revealed a statistically significant positive relationship between transformational–instructional hybrid leadership practices and teachers’ job satisfaction (ρ = 0.565, p = 0.001). Among leadership dimensions, Instructional Coaching and Professional Development Support showed the strongest association with job satisfaction. The study concluded that effective hybrid leadership practices of school heads contribute significantly to higher teacher job satisfaction and workplace well-being. An Educational Administration Intervention was developed to strengthen leadership competencies and address gaps in compensation, professional growth, and supervisory support to further enhance school effectiveness and teacher satisfaction in the district.
Keywords: educational administration intervention, teachers’ job satisfaction, transformational–instructional hybrid leadership practices
DOI: https://doi.org/10.5861/ijrse.2026.26215
Cite this article:
Lagutan, G. P., Naui, J. L., & Agustin, A. A. (2026). Transformational-instructional hybrid leadership practices of school heads as determinants of teachers’ job satisfaction of Aritao II District. International Journal of Research Studies in Education, 15(20), 13-25. https://doi.org/10.5861/ijrse.2026.26215
* Corresponding Author