the Philippines has recently felt a dramatic shift in its basic education curriculum with the enactment of

the Enhanced Basic Education Act of 2012 (RA 10533). Under this law, basic education would now
comprise of a mandatory kindergarten and 12 years of pre-university education, an additional of three
years from the compulsory tenyear pre-university education of the previous Basic Education Curriculum.

School leaders have a significant role in responding to the rising demands of modern society for effective
school management [1]. They may adopt different leadership styles, and this can be a critical parameter
for the success of school and its leadership [2]. In this context, school Principals are a key parameter in
ensuring growth, goal achievements, and corporate success [3]. School leaders are expected to perform
complex tasks and act both as managers and leaders

Effective educational leader and manager is one who has the ability to develop school’s capacity to
enhance student learning through motivating teachers, staff and students. School administration that
builds school capacity through an effective leadership and management styles may influence student
through teachers.

According to Cezmi and Toprak (2014), leadership and management is a concept that is known as an
effort that directs organizational activities to achieve a common goal. With the ever-changing
educational landscape, school heads must incorporate a wide range of leadership and management
skills and styles in order to direct their school organization toward that common goal and a well-directed
vision. Leadership style employed by the school administrator is complex and plays an integral role in
developing the culture in a school (Smith, 2016). It refers to the special behaviour of the leaders for
motivating a group of employees for realization of a part of the organizational goal.

With this dramatic shift in the history of the Philippine educational system, and with the lack of
understanding of private school administrators’ leadership, it is imperative to conduct a study
identifying the changes that took place to a school during its transition to a new curriculum, as well as
the roles played by private school administrators during the transition.

The Philippine Department of Education (2020) also acknowledged the important position of the school
principals in the continuity of education amid the COVID-19 crisis. It asserted its obligation to giving
professional development to school principals. The school principals were trained to carry out the
adoption of an array of learning delivery prototypes based on their preparedness, resources, and plans.
They were given an opportunity to be familiar with the range of learning delivery prototypes they can
employ depending on the capacity and situation of the community they are located. They were
capacitated to lead the continuity of education amid the crisis. However, despite such efforts to assist
school principals lead education during difficult times, educational leadership at present is fraught with
many challenges

Motivation can be expressed as the fulfilment of these conditions by researching the necessary
conditions for the employees to work willingly in line with organizational goals and to be productive. The
role of a school principal in the Covid-19 pandemic is to shape teacher work motivation. For teachers,
the motivation they have, learning effectiveness reflects teachers' beliefs about their motivation, ability
and persistence as learners in an environment of collegial exchange (Liu et al., 2016). As noted earlier,
though teachers' work motivation could directly contribute to their well-being, it is expected that
principal leadership plays a critical role in the relationship between work motivation and well-being. As
such, we try to introduce teachers' perception of principal leadership (Um et al., 2018). Effective
managerial skills can be demonstrated through the leadership of the principal (Kempa et al., 2017).
Given the very important role of the principal in creating learning situations and conditions during the
Covid-19 pandemic, in order to achieve educational goals in schools, as well as the role of the principal
in designing an atmosphere that can motivate all school members, especially teachers, it will be very
useful to know the headmasters’ implementation of leadership. So, researchers focused on the study of
the leadership of school principals in shaping teacher work motivation during the Covid-19 pandemic

The results of this study, which was conducted to determine the motivation levels of teachers in the
context of leadership styles and initiative behaviors of administrators, are important both for their
contribution to the field of educational management and supervision, the future of organizations and
the quality of education. The aim of this study is to investigate the effects of school administrators’
personal initiative behaviors and the leadership styles they display on teacher motivation. For this
purpose, answers to the following questions were sought to determine the relationships between
variables:

The aim of this study is to investigate the leadership styles adopted by school leaders and their effect on
teacher performance and teacher motivation

CEZMI SAVAS, A. AND TOPRAK, M. (2014). Mediation effect of schools’ psychological climate on
relationship between principals’ leadership style and organizational commitment. Retrieved from
http://selu.usask.ca/document/research-and-publications/srrj/SRRJ-1-1-Smith.pdf on June 22, 2019 at
12:54 p.m

Kempa, R., Ulorlo, M., & Hendrik Wenno, I. (2017). Effectiveness Leadership of Principal. International
Journal of Evaluation and Research in Education (IJERE), 6(4), 306.
https://doi.org/10.11591/ijere.v6i4.10774

Liu, S., Hallinger, P., & Feng, D. (2016). Supporting the professional learning of teachers in China: Does
principal leadership make a difference? Teaching and Teacher Education, 59(September), 79–91.
https://doi.org/10.1016/j.tate.2016.05.023

Um, B., Joo, H., & Her, D. (2018). The Relationship between Elementary School Teachers’ Work
Motivation and Well-Being: The Mediating Effects of Principal Leadership and Work Stress. International
Journal of Social Science Studies, 6(12), 67.https://doi.org/10.11114/ijsss.v6i12.3762.