Comparative Leadership Styles and Motivational Leaders of Teacher Education Institutions in Sulu Province

Abstract

This study investigated the leadership styles of administrators and their influence on faculty motivation toward productive teaching performance among selected Teacher Education Institutions (TEIs) in Sulu Province. Employing a mixed-methods design, the research analyzed quantitative data on the extent of leadership style practices—Very Autocratic, Moderately Autocratic, Mixed, Moderately Participative, and Very Democratic—alongside qualitative insights from faculty and administrators. Findings revealed that autocratic and participative leadership styles were moderately practiced, while democratic leadership was seldom observed. Administrators consistently rated themselves higher than faculty did, indicating a perceptual gap between leaders’ self-assessment and subordinates’ experiences. Results further showed that participative and democratic leadership styles were most effective in enhancing faculty motivation, engagement, and commitment to productive teaching. In contrast, autocratic styles, though ensuring order and compliance, tended to reduce teacher autonomy and intrinsic motivation. The study concludes that leadership effectiveness in teacher education depends on administrators’ ability to balance authority with inclusion and to transform hierarchical control into participative collaboration.