IJECE Published Articles

Abstract Teacher performance is influenced not only by professional competence but also by leadership practices, workplace satisfaction, and teachers’ voluntary contributions to school functioning. This study examined the relationships among school leadership, job satisfaction, organizational citizenship behavior, and teacher performance among public elementary school teachers in Surigao del Norte, Philippines. It also determined whether individualized consideration moderated the relationship between job satisfaction and organizational citizenship behavior. An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 404 teachers using validated survey instruments and analyzed through descriptive statistics, Pearson correlation, and moderation analysis. Qualitative data were subsequently gathered to explain and contextualize the quantitative findings. School leadership and job satisfaction were rated high, whereas organizational citizenship behavior and teacher performance were rated very high. School leadership was strongly and positively associated with job satisfaction (r = .768, p < .001). Job satisfaction was moderately and positively related to organizational citizenship behavior (r = .632, p < .001), while organizational citizenship behavior was strongly associated with teacher performance (r = .665, p < .001). Individualized consideration did not significantly moderate the relationship between job satisfaction and organizational citizenship behavior. Qualitative findings showed that teacher behavior and performance were shaped by supportive leadership, intrinsic motivation, collegial relationships, recognition, and professional commitment. The integrated findings indicate that teacher performance develops through interconnected leadership, psychological, and behavioral processes. Based on the results, the TEACH-LED Program was developed to strengthen school heads’ competencies in communication, mentoring, participatory decision-making, teacher support, and performance development.