EXAMINING THE INFLUENCE OF PRINCIPALS' COMMUNICATION STRATEGIES ON TEACHERS' EMOTIONAL WELL-BEING

This study investigated the relationship between principals' communication practices and teacher emotional distress in thirteen (13) public schools within Brgy. Mamatid, Division of Cabuyao Laguna. A quantitative approach with a descriptive research design was employed. Data was collected through a survey using an adapted questionnaire distributed to teachers. The questionnaire assessed perceptions of principals' communication styles (aggressive, assertive, open, inclusive) and teacher emotional distress. The hypothesis, tested at a significance level of 0.05, examined the impact of communication practices on emotional distress. Statistical analysis using regression analysis explored the influence of communication styles on teachers' emotional well-being. The findings revealed that all four communication styles examined (aggressive, assertive, open, and inclusive) had some influence on teachers' emotional distress. However, the effect size for each style was relatively small, suggesting a weak individual association. Interestingly, the positive B coefficients for assertive, open, and inclusive communication styles indicated a potential counterintuitive trend - that these seemingly positive communication styles might be linked to slightly higher emotional distress. However, it's important to consider that these effects were very weak. The analysis involved examining the relationship between principals' communication practices and teachers' emotional distress through regression analysis of variance. The resulting F-value of 0.179, with a corresponding p-value of 0.946, was obtained. Given that this p-value exceeds the standard alpha threshold of 0.05, we accept the null hypothesis. This outcome indicates that the collective impact of communication practices variables does not significantly influence teachers' emotional distress levels.