Self-directed Learning Practices and Leadership Style of Teachers in Public Elementary Schools

This study aimed to determine the significant relationship between self-directed learning practices and leadership style among public elementary school teachers in Tarragona District, Division of Davao Oriental. A descriptive-correlational research design was employed, with a sample of 156 public elementary school teachers in Tarragona District, Division of Davao Oriental. Data were gathered through standardized questionnaires administered via face-to-face surveys. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings indicated that both self-directed learning practices and teachers' leadership styles (democratic, autocratic, and situational) were rated as very high. Correlation analysis revealed a significant positive relationship between these variables. Additionally, the study found that various domains of self-directed learning practices, such as learning motivation (which emerged as the strongest predictor), planning and implementing, and self-monitoring, significantly influenced teachers’ leadership style. It is recommended that schools may implement programs that enhance both self-directed learning and leadership development by providing professional development opportunities, mentorship programs, and cultivating a collaborative school culture. Strengthening these aspects will support teacher effectiveness, instructional leadership, and the overall improvement of the teaching and learning environment.