TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP STYLES OF SCHOOL HEADS AND THEIR RELATIONSHIP WITH TEACHERS’ PERCEPTIONS OF SCHOOL EFFECTIVENESS IN LIANGA DISTRICT, SURIGAO DEL SUR DIVISION: A DESCRIPTIVE-CORRELATIONAL STUDY
Keywords:
educational leadership, transformational leadership, transactional leadership, school effectiveness, teacher perception, Full Range Leadership Theory, Lianga DistrictAbstract
School heads’ leadership is widely regarded as a key influence on school effectiveness, yet localized evidence that examines transformational and transactional leadership together remains limited. This study determined the levels of the transformational and transactional leadership styles of school heads, the level of teachers’ perceptions of school effectiveness, and the relationships between these leadership styles and perceived school effectiveness in Lianga District, Schools Division of Surigao del Sur. A quantitative, descriptive-correlational design was used. Data were gathered from a stratified random sample of 50 public school teachers, drawn from a population of 153 teachers across seven schools, using validated questionnaires: items adapted from the Multifactor Leadership Questionnaire (Bass & Avolio, 2004) and a researcher-developed school effectiveness scale, all rated on a four-point Likert scale. The data were analyzed using the weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient (α = 0.05). School heads demonstrated a high level of transformational leadership (M = 2.92), with intellectual stimulation the most prominent dimension (M = 3.05) and individualized consideration the least (M = 2.73). Transactional leadership was also frequently practiced (M = 2.87), characterized by a very high level of management by exception (M = 3.63), a high level of contingent reward (M = 3.20), and a low level of passive laissez-faire leadership (M = 1.79), indicating active administrative oversight. Teachers perceived school effectiveness as high (M = 2.96), with academic performance receiving the highest evaluation (M = 3.32) and school management and leadership support the lowest (M = 2.74). Both transformational leadership (r = 0.617, p < 0.001) and transactional leadership (r = 0.507, p < 0.001) had statistically significant positive relationships with perceived school effectiveness. The study concludes that active, supportive, and intellectually stimulating leadership is associated with stronger perceived school effectiveness. Recommendations include strengthening targeted mentoring and individualized consideration, enhancing school climate through collaborative structures, and balancing performance accountability with professional autonomy to sustain institutional improvement.
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