Professional Identity and Leadership Styles as Predictors of Job Performance of Teachers: An Explanatory Sequential Design

Clicks: 121
ID: 281959
2024
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Abstract
This study aimed to determine the influence of professional identity and leadership styles on the job performance of master teachers in Region XI. A mixed-methods approach, specifically a sequential explanatory design was utilized to understand the professional identity, leadership styles, and job performance of master teachers using the quantitative and qualitative data. The researcher made use of stratified sampling using 200 respondents for the quantitative design and 17 participants for the interview. The status of professional identity, leadership styles, and job performance was high among master teachers. In an individual capacity, professional identity and leadership styles significantly influence job performance of master teachers. The combined influence of professional identity and leadership styles as predictors of job performance was a good fit for the data in this study. The standpoint of the participants revealed their agreement to the relationship between professional identity, leadership styles, and job performance of master teachers. The joint display revealed the connecting-confirmation nature of data integration.
Reference Key
i. ruego2024professional Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors I. Ruego, Emee
Journal TOFEDU: The Future of Education Journal
Year 2024
DOI
10.61445/tofedu.v3i5.314
URL
https://doi.org/10.61445/tofedu.v3i5.314
Keywords
identity performance professional design predictors leadership sequential styles teachers: explanatory

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