This study investigates the relationship between school administrators' leadership styles and teachers' classroom management in secondary schools in Don Carlos, Bukidnon, during the 2023-2024 school year. Using a descriptive correlational research design, the study explores how various leadership styles—democratic, delegative, visionary, transactional, and transformational—are perceived by teachers and their impact on classroom management, focusing on behavior discipline, classroom instruction, and assessment of students' learning. Data was gathered through a self-made questionnaire, which was pilot-tested and validated for accuracy and reliability. A total of 165 secondary school teachers from Old Nongnongan NHS, Bocboc National High School, Kiara National High School, and San Nicolas National High School participated in the study. The results reveal that teachers perceive their school heads as demonstrating varying degrees of democratic, delegative, transformational, transactional, and visionary leadership styles. The study also shows that teachers generally agree on the importance of strong leadership in fostering a positive classroom environment, although no statistically significant relationship was found between the leadership styles of school administrators and teachers' classroom management. This suggests that while leadership styles play a role in shaping the school environment, other factors may influence classroom management practices. The findings provide valuable insights for school administrators and educators to enhance their leadership approaches and classroom management techniques to improve teaching and learning outcomes.
Bugna et al. (Wed,) studied this question.