School head’s leadership behavior and job performance of teacher leaders: A sequential explanatory mixed method

This study examined the relationship between school heads’ leadership behavior and the job performance of teacher leaders using a sequential explanatory mixed-methods design. The quantitative phase assessed the level of leadership behavior in terms of team approach to instructional leadership, compound leadership, and diverse leadership, as well as the job performance of teacher leaders based on the Results-Based Performance Management System (RPMS). Findings revealed that school heads’ leadership behavior was rated extremely high, indicating consistent demonstration of collaborative, empowering, and transparent leadership practices. Teacher leaders’ job performance, on the other hand, was rated very satisfactory, reflecting consistent and above-standard performance. Despite these high ratings, inferential analysis showed no statistically significant relationship between school heads’ leadership behavior and teacher leaders’ job performance. To explain this result, qualitative data were collected and analyzed, revealing key themes such as communication influence, leadership influence, instructional performance orientation, results accountability, and professional commitment. These findings suggest that teacher leaders’ performance is largely sustained by intrinsic motivation, professional autonomy, and collaborative support systems rather than direct leadership influence. The study concludes that leadership behavior functions as an enabling and context-shaping factor rather than a direct predictor of performance. The findings support distributed leadership and self-determination perspectives, emphasizing shared leadership practices and intrinsic motivation as key drivers of performance. Implications for practice highlight the importance of fostering collaborative environments, empowering teacher leaders, and strengthening professional development systems. Policy recommendations include institutionalizing teacher leadership roles, enhancing performance evaluation systems, and promoting professional learning communities. Future research is recommended to explore additional factors influencing teacher performance and to examine these relationships across different contexts.