Authors : Dr. Roberto C. Discutido

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/yck3tyu6

Scribd : https://tinyurl.com/2s43s6py

DOI : https://doi.org/10.38124/ijisrt/26May1371

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the leadership practices of higher education administrators in Bataan and their impact on teacher productivity. Data collected from 364 participants, mostly experienced administrators and faculty, revealed that all six leadership styles—transformational, democratic, servant, laissez-faire, transactional, and inclusive—were perceived as significantly implemented. Among these, democratic and inclusive leadership styles were rated the highest. Moderation analysis further indicated that administrative position, educational attainment, and years of administrative experience significantly influenced the relationship between leadership practices and teacher productivity. In addition, transformational, democratic, transactional, and inclusive leadership styles were identified as significant predictors of faculty teaching performance, while transformational and democratic leadership significantly predicted research productivity. Moreover, servant, laissez-faire, transactional, and inclusive leadership behaviors were found to significantly predict service contributions. Based on these findings, the study proposed a comprehensive productivity framework to help guide administrators in adopting adaptive leadership strategies that align institutional objectives with faculty needs, ultimately aiming to improve both individual and organizational outcomes.

Keywords : Leadership Practices, Higher Education Administrators, Teacher Productivity, Productivity Framework

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