TEACHERS' JOB SATISFACTION AS INFLUENCED BY TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP STYLES

This study examined the influence of transformational and transactional leadership styles on teachers' job satisfaction in Banaybanay District, Davao Oriental. A descriptive-correlational research design was employed, utilizing a survey questionnaire administered to public elementary school teachers. Results revealed that both transformational and transactional leadership styles were present among school administrators, with teachers perceiving high levels of empowerment and support. Inferential analysis indicated a significant positive relationship between leadership styles and job satisfaction, with transactional leadership exerting a stronger predictive effect, particularly contingent rewards and active management by exception. While significantly related to job satisfaction, transformational leadership showed weaker predictive power when analyzed independently. Findings support the Path-Goal Theory, reinforcing the role of structured leadership approaches in fostering teacher motivation. The study highlights the necessity of integrating both leadership styles to maximize job satisfaction, suggesting that educational leaders balance visionary inspiration with structured guidance and reward systems. The implications inform policy reforms, leadership training, and teacher retention strategies to enhance job satisfaction and educational effectiveness. Keywords: education, teacher job satisfaction, transformational leadership, transactional leadership, correlational analysis, Banaybanay, Davao Oriental