Leadership Coaching Techniques of School Heads and Work Performance of Public Secondary Teachers in Davao Del Norte

At the heart of every thriving school is a simple, powerful dynamic: the relationship between school leaders and their teachers. This study delves into this critical connection, investigating the impact of leadership coaching techniques employed by school heads on the work performance of teachers in public secondary schools within the Davao del Norte Division. We moved beyond a simple correlation to explore how specific coaching domains—instructional (guarding teaching quality), collaborative (building partnerships), and facilitative (empowering growth)—individually and collectively influence teacher efficacy. Guided by a descriptive-correlational design, the research gathered perspectives from 180 public secondary teachers, selected to provide a representative voice. Through rigorous statistical analysis—employing Mean, Product-Moment Correlation, and Regression Analysis—the data revealed a compelling narrative. School heads are already demonstrating high- level coaching techniques, which correspond with a similarly high level of work performance among their teaching staff. The analysis confirmed a significant positive relationship between these variables, with each coaching domain identified as a key influencer of teacher performance. These findings culminate in a clear call to action: for educational officials to intentionally invest in strengthening the coaching competencies of school leaders. Such an investment is not merely administrative but is a direct strategy for elevating teaching quality, ultimately fostering a more robust and effective educational environment. This study serves as a foundation, inviting future researchers to build upon it by incorporating additional variables or diverse methodological approaches.