# Intellectually Inspiring Environment and Adoring Leadership Qualities of Teachers in Public Elementary Schools

Reachel L Blas, Josephine B Baguio

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## To cite this version:

Reachel L Blas, Josephine B Baguio. Intellectually Inspiring Environment and Adoring Leadership Qualities of Teachers in Public Elementary Schools. Asian Journal of Education and Social Studies, 2025, 51 (7), pp.142-153. 10.9734/ajess/2025/v51i72109. hal-05203213

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# Intellectually Inspiring Environment and Adoring Leadership Qualities of Teachers in Public Elementary Schools

Reachel L. Blas a++ and Josephine B. Baguio a#*

a Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

## Authors' contributions

This work was carried out in collaboration between both authors. Both authors read and approved the final manuscript.

## Article Information

DOI: https://doi.org/10.9734/ajess/2025/v51i72109

## Open Peer Review History:

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://pr.sdiarticle5.com/review-history/138574

Received: 12/04/2025

Accepted: 16/06/2025

Published: 19/06/2025

## Original Research Article

## ABSTRACT

This study aimed to determine the intellectually inspiring environment and adoring leadership qualities of teachers in public elementary schools in Manay District, Division of Davao Oriental. Utilizing a non-experimental quantitative research design with a correlational method leading to regression analysis, the study involved 131 public elementary school teachers. Statistical tools used included the Weighted Mean, Pearson Product-Moment Correlation Coefficient (Pearson r), and Regression Analysis. Results showed that the intellectually inspiring environment (M = 3.69) and adoring leadership qualities (M = 3.53) were both rated high and oftentimes observed. A significant relationship was found between the intellectually inspiring environment and the adoring leadership qualities of teachers. Regression analysis further revealed that the domains of intellectually inspiring environment significantly influenced adoring leadership qualities. Therefore,

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>*Corresponding author: Email: josephinebbaguio@outlook.com;</footnote>
the null hypothesis (HO) was rejected. These findings may serve as a foundation for school administrators in developing programs and policies that promote intellectually engaging environments and supportive leadership practices, ultimately enhancing teacher performance and school effectiveness. This study can guide future research and policy development in education.

Keywords: Intellectually inspiring environment; adoring leadership qualities; teachers; public elementary schools.

# 1. INTRODUCTION

Intellectually inspiring environments are dynamic spaces enriched with systems, information, and communication technologies that create interactive settings, seamlessly integrating computational tools into the physical world to enhance individuals' experiences. These environments foster deeper engagement and promote meaningful learning by encouraging inquiry, critical thinking, and exploration. Learning, in this context, is seen as a cognitive development process through which individuals actively construct meaning and understanding of reality via their interactions with the environment (Bansal, 2023).

Adoring leadership qualities, on the other hand, refer to the traits and behaviors in leaders that elicit not just respect but also deep admiration and emotional connection from their followers. These qualities transcend traditional leadership competencies and reflect a leader's capacity to connect on a personal level, demonstrating empathy, humility, integrity, and genuine concern for the well-being and development of others. Leaders with adoring qualities create positive and empowering environments that motivate individuals to grow, perform, and collaborate toward common goals (Carvalho & Mulla, 2020).

International literature affirms that intellectually inspiring environments promote curiosity, creativity, and a love for lifelong learning. These environments are characterized by open communication, diverse viewpoints, and cultures that value shared knowledge (Bekker, 2024). They stimulate questioning, innovation, and risk-taking, supported by access to resources, mentorship, and collaborative opportunities (Mogaji & Dimingu, 2024).

Meanwhile, adoring leadership qualities have been shown to transform educational settings by promoting growth, trust, and resilience. Such leaders encourage individuals to realize their potential, fostering a climate of motivation, respect, and unity (Vinluan & Bautista, 2024). By

cultivating supportive relationships and high expectations, adoring leaders inspire others to pursue excellence and persevere through challenges (Majka, 2024).

The beliefs teachers hold about their students' capabilities significantly impact learning outcomes. When educators convey high expectations and a sincere belief in students' potential, they foster a positive academic self-concept and stronger motivation among learners. This is amplified when these expectations are situated within an intellectually stimulating and emotionally supportive environment, where students feel safe to ask questions, take risks, and express themselves (Hammad Al-Rashidi & Çakmak, 2024). Effective questioning techniques, critical thinking tasks, and engaging learning activities are key elements of intellectually inspiring classrooms (Bean & Melzer, 2021).

Furthermore, these environments contribute to a sense of purpose and fulfillment. They empower individuals to reach higher levels of understanding, creativity, and personal growth. In combination with adoring leadership, they create spaces where students feel both challenged and cared for, fostering academic engagement and character development (Anisah, 2023).

In a broader social context, intellectually inspiring environments and adoring leadership qualities of teachers have far-reaching implications. They not only enhance students' educational experiences but also shape socially responsible, empathetic, and capable individuals who contribute meaningfully to their communities. Such learning environments and leadership approaches are essential for cultivating informed citizens and nurturing a progressive and compassionate society (Ramatsui, 2022).

The primary aim of this study was to determine the extent to which intellectually inspiring environments and adoring leadership qualities are demonstrated by teachers in public elementary schools in Manay District, Division of Davao Oriental. Specifically, this study sought to
assess how frequently and effectively teachers
cultivate intellectually stimulating classroom
settings that promote critical thinking, creativity,
curiosity, and meaningful engagement in the
learning process. In addition, it aimed to explore
the degree to which teachers exhibit adoring
leadership qualities—such as empathy, integrity,
humility, encouragement, and emotional
support—which are essential in building trust,
fostering motivation, and enhancing the overall
well-being of students.

By examining these two interconnected
dimensions of teaching practice, the study
intended to identify patterns, strengths, and
areas for improvement that can inform school-
based leadership programs, professional
development initiatives, and policy formulation.
Ultimately, the findings of this study were
expected to provide evidence-based insights that
can help enhance the quality of teaching and
learning in public elementary schools and
contribute to the creation of a more nurturing,
inspiring, and socially responsive educational
environment.

**1.1 Statement of the Problem**

This study was conducted to determine the
intellectually inspiring environment and adoring
leadership qualities of teachers' in public
elementary schools in Manay District, Division of
Davao oriental. Specifically, it sought answer to
the following sub-problems:

1. What is the level of intellectually inspiring environment of teachers in terms of:

1.1 instructional time,

1.2 creativity,

1.3 productivity,

1.4 transitional and

1.5 student learning?

2. What is the level of adoring leadership qualities of teachers' in public elementary schools in terms of:

2.1 enthusiasm,

2.2 communication,

2.3 commitment,

2.4 team building and

2.5 decisiveness?

3. Is there significant relationship between
intellectually inspiring environment and
adoring leadership qualities of teachers?

4. Which domains of intellectually inspiring environment significantly influence adoring leadership qualities of teachers?

**1.2 Hypotheses**

To address the research questions objectively,
the following null hypotheses were tested at the
0.05 level of significance:

Ho1: There is no significant relationship between the intellectually inspiring environment and the adoring leadership qualities of teachers.

Ho2: The domains of the intellectually inspiring environment do not significantly influence the adoring leadership qualities of teachers.

<figure><img src="image_4.png" /><figcaption>**Fig. 1. Conceptual framework of the study**</figcaption></figure>
# 2. METHODOLOGY

## 2.1 Research Design

This study employed a non-experimental quantitative research design utilizing the correlational method. This design was appropriate for examining the degree of association between the intellectually inspiring environment and the adoring leadership qualities of teachers in public elementary schools. According to Baguio and Baguio (2025), two variables may become associated either through a consistent pattern of variation or due to the influence of a shared external factor. In this context, the correlational method enabled the researcher to explore whether the presence of intellectually stimulating school environments—characterized by supportive structures, engaging learning spaces, and opportunities for cognitive growth, is significantly related to teachers' demonstration of adoring leadership qualities such as empathy, integrity, encouragement, and personal connection. By analyzing the relationship between these two constructs, the study aimed to uncover insights that could inform leadership development, teacher training, and the design of supportive learning environments in public elementary schools.

## 2.2 Research Respondents

The respondents of this study were 131 teachers from public elementary schools in the Manay District, Division of Davao Oriental. All participating teachers had at least three years of teaching experience in the public elementary school system. The researcher employed universal sampling in selecting the respondents, meaning the entire population of qualified teachers from the selected schools was included in the study. These participants were considered knowledgeable and capable of providing reliable data relevant to the intellectually inspiring environment and the adoring leadership qualities being examined. The study was conducted during the school year 2022–2023, and the data gathered were based on valid, informed responses from the teacher-participants.

## 2.3 Research Instrument

The instruments used in this study were self-made survey questionnaires designed to assess the intellectually inspiring environment and the adoring leadership qualities of teachers in public elementary schools in the Manay District, Division of Davao Oriental. These instruments were developed by the researcher based on a

comprehensive review of relevant literature and prior studies concerning learning environments and transformational leadership in education. Before the actual administration, the draft questionnaires underwent face and content validation by a panel of experts in Educational Management and Leadership. The panel's feedback guided the necessary revisions to ensure that the items were clear, relevant, and aligned with the study's specific objectives.

To ensure the reliability and validity of the instruments, a pilot test was conducted involving 30 public elementary school teachers from a neighboring district within the same division who were not part of the main study sample. The pilot test results revealed high reliability, with a Cronbach's Alpha of 0.887 for the Intellectually Inspiring Environment subscale and 0.892 for the Adoring Leadership Qualities subscale.

## 2.4 Data Gathering Procedure

The data for this study were collected through a series of carefully planned procedures to ensure ethical integrity and methodological rigor. The researcher first obtained an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and secured ethical clearance from the institution's Ethics Review Committee, in line with ethical guidelines for research involving human participants. Once these approvals were granted, a formal request letter was submitted to the Office of the Schools Division Superintendent of Davao Oriental. Following the Division Office's approval, an endorsement letter was issued to the School Heads of public elementary schools in Manay District, along with a formal request to allow the conduct of the study in their respective schools.

With all necessary approvals secured, the researcher conducted a pilot test of the survey instrument to verify its reliability and validity. During the pilot testing, the study's purpose was clearly explained to the participants, and clear instructions were provided to ensure accurate responses. Revisions were made based on the results and feedback from the pilot test, leading to the finalization of the instrument. The validated questionnaires were then distributed to the respondents selected through the universal sampling method. After the teachers completed the survey, the researcher personally retrieved the accomplished questionnaires. The collected data were then forwarded to a statistician for tallying, tabulation, analysis, and interpretation in accordance with the study's research objectives.
## 2.5 Data Analysis

To analyze the data collected and effectively address the research questions of this study, the following statistical tools were utilized:

Mean. This was employed to determine the level of manifestation of the intellectually inspiring environment and the degree to which adoring leadership qualities were exhibited among public elementary school teachers. It provided an overall evaluation of the respondents' responses across each item and subscale, offering insights into the general patterns and tendencies in both the school environment and leadership behaviors.

Pearson Product Moment Correlation Coefficient (Pearson r). This statistical tool was used to assess the degree of relationship between the intellectually inspiring environment and the adoring leadership qualities of teachers. It measured whether a statistically significant linear correlation existed between the two core variables under investigation.

Multiple Regression Analysis. This was applied to determine the extent to which the domains of the intellectually inspiring environment significantly influenced the adoring leadership qualities of teachers. It enabled the researcher to identify specific environmental factors that served as strong predictors of leadership behaviors that promote admiration, trust, and motivation within the school setting.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Intellectually Inspiring Environment of Teachers

Presented in Table 1 is the level of intellectually inspiring environment as perceived by public elementary school teachers, categorized across five key domains: instructional time, creativity, productivity, transitional support, and student learning. The results are based on the computed mean scores and their corresponding descriptive levels. Among the five domains, productivity recorded the highest mean score of 3.80, interpreted as high. This was closely followed by creativity with a mean of 3.79, and transitional support with 3.71. Instructional time also garnered a high rating of 3.69, while student learning, though still within the high range, had the lowest mean at 3.48. The overall mean was 3.69, indicating a high level of intellectually

inspiring environment among teachers in public elementary schools in Manay District, Division of Davao Oriental.

These findings suggest that the schools foster an intellectually engaging atmosphere, where teachers feel empowered to be productive and creative in their instructional practices. The high ratings in productivity and creativity imply that the work environment encourages innovative thinking and efficient teaching practices. Teachers likely feel motivated to maximize their output while also exploring diverse strategies to enhance student engagement and comprehension. The high score in instructional time points to well-managed classroom schedules that allow teachers to maximize learning opportunities. Similarly, the transitional domain, which includes support for adapting to educational changes or developmental shifts—suggests that schools provide adequate scaffolding for both teacher growth and student development. Although student learning received the lowest mean among the five, it still falls within the high category. This indicates that while teachers perceive their environment as intellectually stimulating, there is room for improvement in directly translating these conditions into measurable learning outcomes for students.

This finding supports the work of Adeoye et al. (2024), who emphasized that intellectually inspiring environments empower teachers and students alike by fostering inquiry, collaboration, and creative problem-solving. When such environments are present, educators are more motivated to design lessons that challenge learners cognitively while also nurturing their personal development. The high overall mean score indicates that teachers perceive their schools as spaces that encourage professional growth, support innovation, and inspire a deeper commitment to teaching.

In line with the insights of Fontil, et al. (2020), intellectually stimulating settings are characterized by effective time use, meaningful transitions, and high productivity. The strong ratings in the domains of productivity, creativity, and instructional time reflect the teachers' ability to maximize learning opportunities, explore creative instructional strategies, and maintain an active and engaging classroom culture. These factors are essential in helping students develop critical thinking, independence, and a passion for learning.
<table><caption>Table 1. Level of intellectually inspiring environment of teachers</caption><thead><tr><td>No</td><td>Domains</td><td>Mean (x)</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>1.</td><td>instructional time</td><td>3.69</td><td>High</td></tr><tr><td>2.</td><td>creativity</td><td>3.79</td><td>High</td></tr><tr><td>3.</td><td>productivity</td><td>3.80</td><td>High</td></tr><tr><td>4.</td><td>transitional</td><td>3.71</td><td>High</td></tr><tr><td>5.</td><td>student learning</td><td>3.48</td><td>High</td></tr><tr><td colspan="2">Overall</td><td>3.69</td><td>High</td></tr></tbody></table>

<table><caption>Table 2. Level of adoring leadership qualities of teachers</caption><thead><tr><td>No</td><td>Items</td><td>Mean (x)</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>1</td><td>enthusiasm</td><td>3.62</td><td>High</td></tr><tr><td>2</td><td>communication</td><td>3.50</td><td>High</td></tr><tr><td>3</td><td>commitment</td><td>3.40</td><td>High</td></tr><tr><td>4</td><td>team building</td><td>3.22</td><td>High</td></tr><tr><td>5</td><td>decisiveness</td><td>3.90</td><td>High</td></tr><tr><td colspan="2">Overall</td><td>3.53</td><td>High</td></tr></tbody></table>

Moreover, the results align with Ghaleb (2024), who asserted that when educators operate within environments that emphasize high expectations and student-centered practices, learners are more likely to feel empowered and perform at higher academic levels. The relatively high score in the student learning domain implies that teachers believe their practices and surroundings are positively influencing learners' academic experiences, though continued support and innovation may still be needed to elevate this further.

## 3.2 Level of Adoring Leadership Qualities of Teachers

Presented in Table 2 is the level of adoring leadership qualities among public elementary school teachers, categorized across five core domains: enthusiasm, communication, commitment, team building, and decisiveness. The results are based on the computed mean scores and their corresponding descriptive levels. Among the five domains, decisiveness garnered the highest mean score of 3.90, interpreted as high. This was followed by enthusiasm with a mean of 3.62, communication at 3.50, and commitment at 3.40. The lowest mean score was in the domain of team building, at 3.22; however, it still fell within the high category. The overall mean was 3.53, indicating a high level of adoring leadership qualities among the respondents.

These findings suggest that public elementary school teachers consistently demonstrate strong leadership traits that are both admirable and effective. The high score in decisiveness

indicates that teachers are confident in making timely and firm decisions, a critical component of instructional leadership. Similarly, the strong performance in enthusiasm reflects the teachers' positive attitude and passion for their work—qualities that inspire and motivate colleagues and students alike.

The ratings in communication and commitment highlight the teachers' ability to clearly articulate their ideas and remain dedicated to their professional responsibilities, even amidst challenges. While team building recorded the lowest mean score, it still indicates that collaborative efforts are present, although this may be an area where further development or support could enhance team dynamics and collective problem-solving among teachers.

This finding supports the work of Maaz Ali and Siddiqui (2024), who emphasized that adoring leadership qualities, such as empathy, decisiveness, and commitment—foster trust, respect, and deep admiration from followers. Teachers who exhibit these qualities are not only seen as instructional leaders but also as compassionate mentors who inspire both students and colleagues. The high overall mean score suggests that the teachers in this study are actively practicing leadership behaviors that promote collaboration, clarity, and motivation within their schools.

In line with the insights of Manoharan and Ashtikar (2024), effective educational leaders demonstrate consistent enthusiasm, clear communication, and a strong sense of purpose. The high ratings in decisiveness, enthusiasm, and communication reflect the teachers' ability to
make thoughtful decisions, maintain a positive outlook, and engage meaningfully with others— essential traits in building a culture of trust and unity. These characteristics help foster professional environments where team members feel supported, valued, and aligned with shared goals.

Moreover, the results align with Gkintoni et al. (2022), who argued that leadership in educational settings must go beyond authority and encompass behaviors that emotionally connect with others. Although the team-building domain received the lowest rating among the five indicators, it still falls within the high category, indicating that while collaborative leadership is present, it may benefit from enhanced structures for shared responsibility and inclusive decision-making.

### 3.3 Significant Relationship between Intellectually Inspiring Environment and Adoring Leadership Qualities of Teachers

Presented in Table 3 is the correlation analysis between the intellectually inspiring environment and the adoring leadership qualities of teachers in public elementary schools. The results reveal a correlation coefficient (r) of 0.798 with a p-value of 0.000, which is less than the 0.05 level of significance. This indicates a high and statistically significant positive correlation between the two variables. Since the p-value is below the 0.05 threshold, the null hypothesis (Ho) is rejected, confirming that there is a significant relationship between an intellectually inspiring environment and the adoring leadership qualities of teachers.

These findings suggest that schools which cultivate intellectually stimulating environments—marked by effective instructional time, creativity, productivity, meaningful transitions, and a focus on student learning, are also more likely to foster teachers who exhibit strong leadership qualities such as enthusiasm, commitment, decisiveness, communication, and team building. The strong correlation implies that teachers who thrive in vibrant and engaging professional settings are better positioned to lead, inspire, and influence others positively.

This result supports the work of Matos and Kasztelnik (2021), who highlighted that an empowering school climate contributes to the development of emotionally intelligent and purpose-driven leaders. When educators feel

intellectually challenged and supported in their professional growth, they are more likely to exhibit transformational leadership traits. Likewise, Sweet (2023) emphasized that intellectual stimulation within the school environment encourages reflective practice, confidence, and leadership initiative among teachers. In alignment with Li (2023), the study's findings further illustrate that environments which support innovation, collaboration, and student-centered learning naturally give rise to leaders who are not only competent but also admired by their peers. These leaders engage their colleagues through respectful dialogue, clear communication, and shared vision—attributes that are grounded in a school culture that values continuous improvement and intellectual engagement.

### 3.4 Domains of Intellectually Inspiring Environment that Significantly Influenced Adoring Leadership Qualities of Teachers

Presented in Table 4 is the regression analysis examining the significant influence of the domains of intellectually inspiring environment—instructional time, creativity, productivity, transitional practices, and student learning—on the adoring leadership qualities of public elementary school teachers. The regression results indicate that all five domains significantly contribute to the development of leadership attributes among teachers, as evidenced by their respective coefficients (B), standardized beta values (Beta), t-statistics, and p-values.

Among the domains, instructional time demonstrated the strongest influence on leadership qualities, with a coefficient of B = 0.294 and Beta = 0.807. This suggests that when teachers effectively manage and maximize instructional time, they are more likely to exhibit strong leadership traits such as decisiveness, commitment, and team-building skills. The ability to organize time effectively may reflect a broader capacity for vision-setting and prioritization—key traits of admired school leaders.

This was followed by creativity (B = 0.180, Beta = 0.502), which also showed a significant impact. This indicates that teachers who engage in creative and innovative practices are more likely to lead in ways that inspire and influence others. Creativity fuels enthusiasm, adaptability, and innovation—all of which are essential for fostering a culture of admiration and respect in leadership.
<table><caption>Table 3. Significant relationship between intellectually inspiring environment and adoring leadership qualities of teachers</caption><thead><tr><th>Variables</th><th>X</th><th>Y</th><th>r-value</th><th>Degree of Correlation</th><th>p-value</th><th>Decision (Ho)</th></tr></thead><tbody><tr><td>Intellectually Inspiring Environment</td><td>3.69</td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Adoring Leadership Qualities</td><td></td><td>3.53</td><td>0.798</td><td>High Correlation</td><td>0.000</td><td>Rejected</td></tr></tbody></table>

<table><caption>Table 4. Domains of intellectually inspiring environment that significantly influenced adoring leadership qualities of teachers</caption><thead><tr><th>Domains</th><th>B</th><th>BE</th><th>Beta</th><th>t-stat</th><th>p-value</th><th>Decision</th></tr></thead><tbody><tr><td>Constant</td><td>1.680</td><td>0.046</td><td>0.503</td><td>2.054</td><td>0.000</td><td>Significant</td></tr><tr><td>instructional time</td><td>0.294</td><td>0.102</td><td>0.807</td><td>2.550</td><td>0.000</td><td>Significant</td></tr><tr><td>creativity</td><td>0.180</td><td>0.250</td><td>0.502</td><td>3.080</td><td>0.000</td><td>Significant</td></tr><tr><td>productivity</td><td>0.174</td><td>0.209</td><td>0.514</td><td>2.340</td><td>0.000</td><td>Significant</td></tr><tr><td>transitional</td><td>0.250</td><td>0.192</td><td>0.202</td><td>3.022</td><td>0.000</td><td>Significant</td></tr><tr><td>student learning</td><td>0.169</td><td>0.105</td><td>0.109</td><td>2.988</td><td>0.000</td><td>Significant</td></tr></tbody></table>

Regression Model

$$ \text{Adoring Leadership Qualities} = 1.680 + 0.294 (\text{instructional time}) + 0.180 (\text{creativity}) + 0.174 (\text{productivity}) + 0.250 (\text{transitional}) + 0.169 (\text{student learning}) $$

$$ R=0.800; R^2=0.640; F=72.185; p-value=0.000 $$

Productivity (B = 0.174, Beta = 0.514) and transitional practices (B = 0.250, Beta = 0.202) were also found to significantly influence leadership qualities. Productive teachers who consistently achieve instructional goals tend to model competence and commitment, while those who manage classroom transitions effectively are often seen as organized and composed— qualities that build confidence and admiration among peers.

Although student learning recorded the lowest Beta value (Beta = 0.109), its coefficient of B = 0.169 and significant t-value of 2.988 indicate that it still plays an essential role in shaping leadership. Teachers who are attentive to student learning and outcomes are often viewed as purpose-driven and student-centered leaders, enhancing their leadership credibility.

All domains reported statistically significant p-values of 0.000, confirming that each variable's influence on leadership is meaningful and not due to chance. The overall regression model explains 64.0% of the variance in adoring leadership qualities (R² = 0.640), indicating strong explanatory power. The model's F-value of 72.185 and corresponding p-value of 0.000 confirm that the regression equation is highly significant.

These findings carry important implications for teacher development and school leadership

enhancement. The dominant role of instructional time and creativity suggests that leadership can be nurtured not only through formal training but also by cultivating specific teaching behaviors and environmental conditions. Encouraging productivity, effective transitions, and a strong focus on student learning can lead to more respected, capable, and admired teacher-leaders in the public elementary school system.

This finding supports the research of Hassan (2024), who emphasized that intellectually rich teaching environments significantly shape leadership behaviors among educators. Their study revealed that when teachers operate within structured, engaging, and creatively stimulating settings, they are more likely to demonstrate enthusiasm, decisiveness, and a commitment to leading others. This aligns with the present findings where instructional time and creativity emerged as strong predictors of adoring leadership qualities.

Similarly, Ghamrawi et al. (2024) highlighted that teacher productivity and effective classroom transitions are closely associated with leadership development. Productive teachers who maintain smooth instructional flow and clearly defined goals are often seen as role models, fostering trust and admiration among peers. These observations are reflected in the significant impact of the productivity and transitional domains on leadership indicators in this study.
Moreover, Driscoll and Wood (2023) found that a teacher's focus on student learning outcomes enhances their leadership presence by demonstrating learner-centeredness and instructional integrity—traits that inspire respect and influence among colleagues. In line with this, the current findings confirm that attention to student learning, though slightly lower in predictive power, still contributes significantly to the formation of leadership qualities.

## 4. CONCLUSIONS

On the basis of the foregoing findings, the following conclusions were drawn:

It is concluded in this study that the level of intellectually inspiring environment among public elementary school teachers is high, as reflected in the consistently strong ratings across the domains of instructional time, creativity, productivity, transitional practices, and student learning. This suggests that teachers are teaching in environments that encourage cognitive engagement, foster creativity, and support effective classroom management. Such an environment promotes professional growth, innovation, and a deeper commitment to student-centered instruction.

It is determined in this study that the adoring leadership qualities of public elementary school teachers, specifically enthusiasm, communication, commitment, team building, and decisiveness, are also at a high level. This indicates that teachers are not only fulfilling their instructional duties but are also inspiring and influencing others through strong leadership behaviors. Their leadership qualities are seen in the way they communicate, collaborate, and make decisions that positively impact the school community.

It is clinched in this study that there is a significant positive relationship between an intellectually inspiring environment and the adoring leadership qualities of teachers. This finding underscores the link between the school setting and leadership expression. Teachers who thrive in stimulating, well-structured, and student-focused environments are more likely to display leadership behaviors that earn the respect, trust, and admiration of peers and learners. The environment in which teachers work substantially influences their capacity to lead effectively and meaningfully.

It is concluded in this study that the specific domains of an intellectually inspiring

environment, particularly instructional time, creativity, productivity, transitional practices, and student learning, significantly influence the adoring leadership qualities of public elementary school teachers. This suggests that nurturing these key environmental factors can foster the growth of admired teacher-leaders. When schools support effective time use, creative practices, productive habits, smooth transitions, and strong learning outcomes, they not only enhance instructional quality but also cultivate teacher-leaders who inspire excellence and collaboration in their educational communities.

## 5. RECOMMENDATIONS

Based on the findings and conclusions of this study, several recommendations were proposed:

Teachers are encouraged to further enhance the intellectually inspiring environments within their classrooms by sustaining high levels of instructional time, creativity, productivity, transitional strategies, and student-centered learning. Emphasizing these domains can foster deeper learner engagement and promote leadership qualities such as enthusiasm, decisiveness, and commitment. Participating in creative teaching workshops, time management training, and reflective teaching practices may further strengthen their influence as inspiring leaders in the school community.

School leaders are encouraged to cultivate school environments that support both intellectual stimulation and leadership development among teachers. This can be done by establishing professional learning communities, recognizing teacher leadership initiatives, and providing avenues for innovation in instructional delivery. Activities such as action research, peer mentoring, and team-building exercises may also foster leadership behaviors while maintaining a culture of academic rigor and collaboration.

The Department of Education (DepEd) may consider implementing capacity-building programs that promote intellectually engaging instruction alongside leadership development. This could include training modules that address creativity in teaching, effective use of instructional time, productivity tools, and strategies for student engagement—paired with leadership competencies such as communication, team building, and decisiveness. Policies that encourage teacher leadership roles and reward innovation in instruction could
reinforce a system-wide culture of excellence and inspiration, especially in under-resourced districts like Manay, Davao Oriental.

Future researchers are encouraged to explore the broader impact of intellectually inspiring environments on leadership development across different educational contexts. Studies may examine how such environments influence not only leadership qualities but also teacher motivation, retention, and student performance. Mixed-method and longitudinal designs could provide deeper insights into how sustained efforts to inspire both teachers and students contribute to long-term educational transformation. Comparative research across various school types or regions may also offer valuable implications for policy and practice.

## ETHICAL APPROVAL AND CONSENT

Throughout the implementation of this study, strict adherence to ethical standards was maintained to protect the rights and welfare of all participants. Before data collection began, the researcher obtained necessary approvals from relevant institutional bodies, including an endorsement from the Graduate School Dean and ethical clearance from the appropriate review board. Ethical procedures followed the framework provided by Pregoner et al. (2025), ensuring compliance with current standards for research involving human participants in educational and social contexts. Participation was fully voluntary, and all respondents were clearly informed about the study's purpose, methods, and their right to withdraw at any stage without penalty. Informed consent was secured from each participant, confirming their understanding and willingness to participate. To ensure anonymity and confidentiality, no identifying information was collected or disclosed. All data were kept strictly confidential and used exclusively for academic purposes, with full regard for the privacy and dignity of participants. These protocols guaranteed that the research was carried out in a responsible, ethical, and professionally appropriate manner.

## DISCLAIMER (ARTIFICIAL INTELLIGENCE)

The author(s) hereby declare that generative AI technologies have been used during the writing and editing of this manuscript. The details of the AI usage are as follows:

1. Grammarly: Used for grammar and spellchecking, as well as suggestions for improving sentence structure and overall clarity.

2. Quillbot: Employed for paraphrasing and refining sentence flow to enhance readability and coherence.

## COMPETING INTERESTS

Authors have declared that no competing interests exist.

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