Transformational Leadership of School Heads in Public Elementary Schools in Bacolod City, Philippines

Addressing the nation’s educational problems requires research on transformational leadership approaches in the Philippines. This study aims to provide information to help the education system develop efficient policies and interventions by recognizing context-specific variations among different schools. The focus is on measuring the extent of transformational leadership practices of school heads in public elementary schools in District V of the Division of Bacolod City. Using random sampling, 175 respondents were identified. The study employed descriptive and comparative research designs, utilizing an adapted, validated, and reliable survey questionnaire. Findings indicated that school heads were perceived to exhibit high level of transformational leadership, with Master Teachers and Grade 2 Teachers rating them very highly. The study concluded that there were no significant differences in leadership practices based on variables such as length of service, teaching position, marital status, and grade level taught. Generally, elementary school teachers assessed their school heads as transformational leaders. Supporting and developing transformational leadership among school heads is identified as a critical strategy for enhancing educational quality and overall school effectiveness. Transformational leaders are adept at identifying and meeting the unique needs of teachers, thereby increasing retention and job satisfaction. Such leadership fosters an environment conducive to learning and boosts teacher motivation. When school heads demonstrate transformational leadership qualities, they positively impact teacher morale and commitment. It is recommended to develop a training program and School Learning Action Cell (SLAC) sessions. These will guide school heads in implementing transformational leadership within their institutions, benefiting both teachers and students.