INFLUENCE OF SCHOOL HEADS’ EMOTIONAL LEADERSHIP ON TEACHERS' ENGAGEMENT IN HIGH PERFORMING SCHOOLS IN THE DIVISION OF LUCENA

This study investigated the impact of emotional leadership by school heads on teacher engagement in high-performing schools in the Division of Lucena. The study utilized a self-devised validated instrument and a descriptive-survey research design involving 106 public elementary school teachers and forty-seven (47) school heads. Data analysis was done with the aid of frequency-percentage distribution. The study found that school heads had significant postgraduate experience, while teachers were primarily middle-aged and continued to develop professionally. School heads exhibited emotional leadership practices by showing empathy towards their workers. Teachers' engagement was high in various activities, programs, and projects. No significant difference was observed in school heads' emotional leadership when grouped according to demographic profile. Similarly, teachers' engagement in high-performing schools did not vary significantly, with all teachers exhibiting a high level of engagement. The study also revealed a positive correlation between school heads' emotional leadership and teachers' cognitive, emotional, and social engagement with colleagues.