V3I5P56

Millennial Teachers’ Leadership Styles and Instructional Practices Among the Public Elementary Schools 

Marie Stella Devera- Isla^1*, Adonis S. Besa, PhD²

Abstract

The Department of Education (DepEd) emphasizes the importance of effective school leadership in improving learning outcomes and supporting educational reforms under the Basic Education Development Plan (BEDP) 2030. This study assessed the leadership styles of millennial teachers and instructional practices among the public elementary schools. The study employed a descriptive–correlational research design. Data was gathered through survey questionnaires administered to four school heads and one hundred twenty-five teachers in selected public elementary schools. The collected data were analyzed using mean, standard deviation, and Pearson r moment correlation. The results revealed that the extent of leadership style of millennial teachers was very high. Among the leadership styles, servant leadership ranked the highest, followed by democratic, transactional, and transformational leadership. Laissez-faire leadership was rated high, while autocratic leadership obtained the lowest rating but remained within the moderately high level. The instructional practices were very high across the indicators of monitoring and evaluation, curriculum enhancement, and teaching approaches, with monitoring and evaluation obtaining the highest rating. The correlation analysis revealed a moderate positive and significant relationship between millennial teachers’ leadership styles and instructional practices among the public elementary schools. There is a significant difference in the leadership styles of millennial teachers across transformational, transactional, servant, democratic, autocratic, and laissez-faire. This study concludes that millennial teachers demonstrate strong leadership styles that support collaborative practices and structured professional processes within schools. These leadership styles were associated with school practices related to monitoring and evaluation, curriculum enhancement, and teaching approaches in public elementary schools.

Keywords:

millennial teachers, leadership styles, instructional practices, public elementary schools