An Ex Post Facto Analysis of the Influence of Teacher Leadership Styles and Classroom Management Strategies on Grade 1 Pupils' Social Skills Development

This study investigated the impact of teacher leadership styles and classroom management strategies on the social skills development of Grade 1 pupils in Laak North District, Schools Division of Davao de Oro. Utilizing a quantitative approach with a descriptive-comparative design, the study employed a validated survey instrument and analyzed data from 158 respondents using descriptive statistics and two-way ANOVA. Results revealed that among the three leadership styles, transformational leadership yielded the highest mean scores in social skills development, followed by transactional and servant leadership. In terms of classroom management, pupils exposed to positive reinforcement strategies performed slightly better than those under structured routine strategies, although the main effect was not statistically significant. A significant interaction effect was found between leadership style and classroom management strategy, indicating that their combined application has a substantial influence on pupils' social competencies. The study concluded that while leadership style directly affects social skills development, its impact was enhanced or diminished depending on the classroom management strategy employed. It recommends that teacher development programs integrate aligned leadership and management training to enhance learners’ social-emotional growth.