Educational Leadership, Emotional Flexibility, Work Motivation and Satisfaction of Public-School Teachers

Abstract ―​

This study examined the educational leadership, emotional flexibility, work motivation, and satisfaction of public-school teachers in the Lucena North District, Division of Lucena City. Using a descriptive–correlational design, the study involved 185 teachers selected through stratified random sampling from clustered schools representing large, medium, and small schools. Data were collected via a researcher-developed survey questionnaire assessing emotional flexibility, leadership practices, work motivation, and work satisfaction. Responses were analyzed using descriptive statistics (means and frequencies), Pearson’s correlation, and mediation analysis with Hayes’ PROCESS Macro. The findings revealed that teachers’ emotional flexibility and supportive, empowering leadership significantly influenced their motivation and satisfaction at work. Moreover, emotional flexibility partially mediated the relationship between educational leadership and teacher outcomes, highlighting its role as a key mechanism in promoting well-being and professional engagement. The results underscored the importance of developing emotionally flexible teachers and adopting leadership practices that balance instructional guidance with relational support to enhance motivation, satisfaction, and overall effectiveness in public schools.