SCHOOL HEADS' DECISION-MAKING STYLES AND EMOTIONAL INTELLIGENCE AND TEACHERS' PERFORMANCE IN CLUSTER 8 DIVISION OF CALAMBA CITY

The overarching objective of this quantitative descriptive correlational study was to determine the level of manifestation of decision-making styles and emotional intelligence among school heads and teachers’ performance in Cluster 8, Calamba City. There were three (3) adopted research questionnaires used to measure the level of manifestations of the three variables. Findings from the four-point Likert Scale, simple mean, and Pearson-r correlation revealed that the level of manifestation of school heads’ decision-making style was highly manifested with a mean of 3.73 for rational, manifested with a mean of 3.19 for Intuitive and 3.03 for dependent while slightly manifested for avoidant and spontaneous with a mean of 2.17 and 2.44. Emotional Intelligence of school heads was manifested in self-awareness and self-regulation with a mean of 3.11 and 2.66 while highly manifested in motivation, empathy, and social skills with a mean of 3.54, 3.25, and 3.31, respectively. The teachers’ performance was good in the first three sub-variables with mean scores of 3.20, 3.18, and 3.16, respectively. And very good at becoming a better teacher every day with a mean of 3.36. Moreover, there was a significant relationship between the school heads' empathy and social skills and teachers' understanding of what to teach with p-values of 0.040 and 0.025. However, the study found no significant correlation between school heads' decision-making styles and teachers' performance. A BRIDGE action plan to address key areas regarding the decision-making style and emotional intelligence of the school heads’ and improve teachers’ performance was proposed in the study.