School Heads’ Authentic Leadership Behavior and Teachers’ Organizational Attitude in the Division of Bukidnon

This study explores the impact of authentic leadership on teachers’ organizational attitudes in secondary schools in Bukidnon. Authentic leadership, which includes self-awareness, relational transparency, internalized moral perspective, balanced processing, sincerity, and informal influence, was examined in relation to teachers’ attitudes such as organizational commitment, citizenship behavior, work engagement, resiliency, and job satisfaction. Using a descriptive-correlational design, data were gathered from 96 school heads and 309 teachers across 47 districts. Findings revealed a significant positive relationship between school heads’ authentic leadership behaviors and teachers’ organizational attitudes. Among the leadership traits, informal influence ranked lowest, indicating a need for improvement in this area. Resiliency emerged as the strongest organizational attitude among teachers, suggesting their capacity to adapt to challenges in the workplace. Although all organizational attitudes were positively rated, the presence of development gaps highlights the need for continuous improvement. The study concludes that school leaders who actively and authentically engage with teachers can positively influence their behavior and potentially reduce turnover. Based on these findings, it is recommended that school heads strengthen their leadership behaviors, particularly in the identified areas, and implement a three-year Human Resource Development Plan to support ongoing growth and effectiveness in leadership and teacher engagement.