THE COMBINED MEDIATING EFFECTS OF SUPERVISORY RELATIONSHIP AND LEADER-SUBORDINATE EMPOWERMENT ON THE RELATIONSHIP BETWEEN PATERNALISTIC LEADERSHIP OF SCHOOL HEADS AND QUALITY OF WORK LIFE OF PUBLIC SCHOOL TEACHERS

Lyndon A. Quines, Melchor P. Maguan

Abstract


This study investigated the mediating roles of supervisory relationships and leader-subordinate empowerment expectations (LSEEs) in the relationship between paternalistic leadership and teachers' quality of work life. Using a quantitative, non-experimental correlational design, data were collected from 400 public elementary school teachers across four major divisions (South Cotabato, General Santos City, Sarangani, and Koronadal) in Region XII, Philippines. The study employed a stratified random sampling and survey methodology. Statistical analyses included descriptive statistics, Pearson correlation coefficients, and path analysis. Results revealed significant positive correlations between paternalistic leadership and three variables: supervisory relationships, empowerment expectations, and quality of work life. Furthermore, both supervisory relationships and empowerment expectations demonstrated positive correlations with quality of work life. Path analysis confirmed that supervisory relationships and empowerment expectations served as partial mediators in the relationship between paternalistic leadership and quality of work life. These findings indicate that school heads' paternalistic leadership style can enhance teachers' quality of work life through improved supervisory relationships and increased empowerment expectations. The study contributes to understanding leadership dynamics in educational settings and provides practical implications for school administration and teacher development.

 

SDG Indicator: #4 (Quality Education)

 

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educational management, supervisory relationship, leader-subordinate empowerment expectations, paternalistic leadership, quality of work life, educational leadership, teacher development

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i2.5843

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