CREATIVE LEADERSHIP AND TEACHER ENGAGEMENT IN PUBLIC SCHOOLS IN THE DIVISION OF PANABO CITY

This study aimed to determine the significance of the relationship between creative leadership and teacher engagement among selected teachers in the Division of Panabo City. A total of ninety-five (95) teachers participated in the research. The study employed a descriptive-correlational research design using validated and pilot-tested research instruments. Data were analyzed using weighted mean, Pearson product moment correlation, and multiple regression analysis. Results revealed that the extent of both creative leadership and teacher engagement was extensive, indicating that these were oftentimes evident in the school setting. Findings further revealed a significant positive relationship between creative leadership and teacher engagement. All six domains of creative leadership, diagnosis and realism, understanding the feelings, motivations and contributions of others, the desire to innovate and change, accountability and capacity, independence, and efficacy, were found to significantly influence teacher engagement. The regression analysis showed that 60.90% of the variance in teacher engagement could be attributed to creative leadership practices. These findings highlight the importance of fostering creative leadership in schools to enhance teacher engagement, suggesting implications for educational leaders, teachers, and policy makers. The study provides a strong basis for further research and professional development initiatives aimed at building creative leadership capacity in education. Keywords: Creative Leadership; Teacher Engagement; Educational Leadership; Teacher Motivation; School Leadership; Panabo City