V3I6P27

Examining School Heads’ Transformational Leadership Practices And Teachers’ Performance In Selected Medium-Sized Public Elementary Schools In Agusan Del Sur

Shiona B. Cabonilas^1*, Dr. Liz Irish Ng Villamor²

Abstract

This study examined the effects of school heads’ transformational leadership practices, as perceived by elementary teachers, on teacher performance in selected medium-sized public elementary schools in Agusan del Sur. A convergent parallel mixed-methods design was used, combining quantitative analysis of the demographic profile, transformational leadership practices, and IPCRF-based performance of 125 elementary teachers with qualitative cross-case analysis involving 15 school heads and 15 teachers from selected schools. Data were gathered using an adapted Transformational Leadership Scale, demographic questionnaire, IPCRF ratings for School Year 2024–2025, and semi-structured interviews. Findings showed that school heads’ transformational leadership practices were rated Very High in vision building, individualized consideration, intellectual stimulation, and innovative climate. Teachers’ IPCRF-based performance was generally Very Satisfactory, with respondents distributed between Outstanding and Very Satisfactory categories. No significant differences were found in leadership practices and teacher performance when grouped according to teacher profile. Spearman rho results showed significant but negligible positive relationships between each transformational leadership dimension and teacher performance. Qualitative findings revealed that school heads influenced teacher performance through professional development support, instructional monitoring, technical guidance, recognition, relational support, performance guidance, and school climate-building. However, administrative workload, time pressure, overlapping responsibilities, and limited mentoring opportunities reduced the depth of leadership influence. Based on the findings, a leadership enhancement program was proposed to strengthen coaching and mentoring, developmental supervision, relational leadership, performance guidance, workload management, and school climate-building.

Keywords:

transformational leadership; teacher performance; IPCRF; school heads; leadership enhancement program; mixed methods; Agusan del Sur