Principal as Authentic Leader on Teacher Trust in the K-12 Educational Context

This study aimed to determine the significant relationship between authentic leadership and teacher trust in public elementary schools. A descriptive-correlational research design was employed, involving a sample of 133 teachers from public elementary schools in Baganga District, Division of Davao Oriental. Standardized questionnaires were administered through face-to-face surveys. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that authentic leadership practices among teachers were at very extensive levels, as well as their trust in their leadership. Correlation analysis indicated a significant relationship between authentic leadership and teacher trust. Furthermore, all the domains of authentic leadership were found to significantly influence teacher trust. It is recommended that school administrators continue to foster an authentic leadership style, emphasizing transparency, ethical behavior, and relational transparency to enhance teacher trust. Additionally, ongoing professional development for teachers on authentic leadership may support the creation of a positive and trusting school culture. Encouraging teachers to engage with leadership in building trust actively may further enhance collaboration and overall school effectiveness.