Empowering Leadership, Informal Workplace Learning, Principal Instructional Management and Transformative Leadership: A Structural Equation Model on Personal Professional Development Efforts among Public School Teachers

The study aimed to examine the significance of the influence of empowering leadership, informal workplace learning, principal instructional management, and transformative leadership to the personal professional development of the public secondary school teachers in Region XI. Further, it endeavored to determine the best fit model representing the causal relationships of the variables using Structural Equation Modelling (SEM) to the 410 public secondary school teachers in Region XI, Philippines who were determined through stratified random sampling. Findings revealed very high levels of empowering leadership, informal workplace learning, principal instructional management, transformative leadership; and high level of personal professional development. Subsequently, there is a significant correlation between empowering leadership and personal professional development; informal workplace learning personal professional development; principal instructional management personal professional development; and transformative leadership personal professional development. Further, the results showed that the best fit model was model 3 showing the direct causal relationships of empowering leadership, informal workplace learning, principal instructional management, and transformative leadership on the personal professional development. The variables are now defined in terms of the retained indicators namely personal professional development in terms of education and cultural development, and keep up to date with related media and publications; empowering leadership with coaching and showing concern/interacting with team; informal workplace learning with reflection and intent to learn; principal instructional management with frame the school goals and provide incentives for learning; and transformative leadership with affective employee commitment and transformational leadership. Findings are indicative on the policy review on the framework for professional development that would support the needs of the teachers.