Integrity-driven Leadership and Work-life Balance Initiatives of Teachers in Public Elementary School
Eureka G. Cabales
Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.
Josephine B. Baguio *
Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study aimed to examine the significant relationship between integrity-driven leadership and work-life balance initiatives among public elementary school teachers in the Talomo West District, Division of Davao City. A descriptive-correlational research design was employed, with 138 teachers participating as respondents. Data were gathered using validated survey questionnaires and analyzed using mean, Pearson product-moment correlation, and multiple linear regression analysis. The findings revealed that both integrity-driven leadership and work-life balance initiatives were rated as highly evident among the respondents. Correlation analysis indicated a significant positive relationship between the two variables. Further, regression results showed that specific domains of integrity-driven leadership, particularly ethical behavior and consistency in decision-making, significantly influenced the implementation of work-life balance initiatives. These results highlight the role of principled leadership in promoting supportive work environments. It is recommended that school administrators strengthen leadership practices rooted in integrity to foster more sustainable and balanced working conditions for teachers.
Keywords: Integrity-driven leadership, work-life balance initiatives, public elementary school students, descriptive-correlational, education