1

School Heads' Transformational Leadership Practices and Decision-Making

Perspective Towards Addressing Learning Gaps

AUTHOR
MAIE – AS
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Chapter I
THE PROBLEM AND ITS BACKGROUND

Introduction

Education is a dynamic, ever-evolving field that is essential to determining how

people will live and how society will develop in the future. Schools have the difficult task

of making sure all students receive a top-notch education that equips them for the

challenges of the twenty-first century, given how quickly the global landscape is

changing. School heads' leadership styles play a major role in determining whether or

not their institutions are successful in overcoming this difficulty.

According to Khan et Al (2020) Transformational leadership defined as

leadership approach in which a leader transforms his followers, inspires them, builds

trust, encourages them, admires their innovative ideas, and develops them, is presently

the most extensively acknowledged definition in the leadership literature. Conversely, a

transformational leader makes it possible for students to voice their opinions. Students'

comprehension is therefore enhanced by this open discussion. American University

(2022)

Positive outcomes for transformative leaders in education include increased

student engagement with course material and other academic endeavors.

Transformational leadership has emerged as a compelling framework for understanding

and evaluating the impact of school leaders on organizational outcomes, including

student achievement. The essence of transformational leadership lies in its ability to

inspire and motivate followers, fostering a shared vision, and promoting innovation and
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positive change within an organization. In the context of education, the transformational

leadership practices of school heads can be a driving force in addressing learning gaps

and promoting educational equity.

In the quest to narrow learning gaps, the role of school leadership emerges as a

crucial factor in shaping the educational landscape. School heads, as primary leaders

within educational institutions, are tasked with the responsibility of creating a conducive

and equitable learning environment. Transformational leadership, as a theoretical

framework, has gained prominence for its potential to bring about positive change within

organizations. In the context of education, this form of leadership emphasizes inspiring

and motivating stakeholders towards a shared vision, fostering innovation, and

addressing challenges through collaborative efforts.

Learning gaps, often manifested through disparities in academic performance

among students, pose a significant hurdle to achieving inclusive and quality education.

These gaps can be influenced by various factors such as socioeconomic status, cultural

background, and educational resources. School heads, as the primary leaders within

educational institutions, are uniquely positioned to influence and shape the strategies

employed to address these gaps.

Moreover, decision-making is a critical aspect of leadership that directly impacts

the effectiveness of initiatives aimed at closing learning gaps. School heads must make

informed and strategic decisions that consider the diverse needs of their student

population, allocate resources judiciously, and create an environment conducive to

academic success. Understanding the decision-making perspective of school heads is

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essential in unraveling the complexities of addressing learning gaps and fostering an

inclusive learning environment.

Background of the Study

Public school heads in the Philippines may be the division superintendent's

designated teacher in charge, head teacher, principal, or master teacher. In an

elementary or high school, the principal is the most senior administrator. School heads

are frequently defined as principals, head teachers, master teachers, and other

individuals in charge of running a school as a whole. In the current period of

collaborative decision-making and site-based administration, other school

administrators and leaders, including assistant principals, head or lead teachers, master

teachers, and others involved in school leadership initiatives, may also be referred to as

school heads. To function efficiently and accomplish their goals, schools must place

equal emphasis on management and leadership. (Estacio & Estacio, 2022)

The pursuit of quality education for all is a fundamental goal in the global

education agenda. Despite significant strides in educational access, persistent learning

gaps continue to challenge the realization of this goal. Learning gaps, often

characterized by differences in academic achievement among students, are influenced

by a myriad of factors including socioeconomic disparities, cultural diversity, and varying

access to educational resources. The imperative to address these gaps is heightened

by the recognition that education is not only a means of individual empowerment but

also a catalyst for societal progress.

However, the specific ways in which school heads' transformational leadership

practices intersect with their decision-making processes to address learning gaps

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remain a nuanced and underexplored area. This study seeks to bridge this gap in

knowledge by examining the intricate relationship between transformational leadership

and decision-making perspectives of school heads in the context of narrowing learning

gaps.

In the context of the Philippine education system, this research could be

particularly relevant and significant. Decision-making is a critical aspect of education

leadership in the Philippines, especially when it comes to resource allocation,

curriculum adjustments, and implementing interventions for students who may be facing

learning challenges. It addresses the need for effective leadership and decision-making

strategies to bridge learning gaps and improve the overall quality of education in the

country. The findings could potentially guide educational reforms and contribute to the

ongoing efforts to enhance the Philippine education system.

The research aims to explore how school head’s transformational leadership

styles influence their decision-making perspectives in addressing learning gaps among

students specifically focusing on how these factors contribute to addressing learning

gaps within educational settings. By delving into these interrelated dimensions, we seek

to uncover the mechanisms through which effective leadership can positively influence

educational outcomes and contribute to narrowing the disparities in student

achievement. Through this exploration, the researchers hope to provide valuable

insights that can inform educational policies, leadership development programs, and

practical strategies for school improvement, ultimately contributing to the advancement

of a more equitable and quality education system.

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The significance of this study lies in its potential to offer insights that can inform

educational policies and practices. Understanding how transformational leadership

contributes to decision-making processes in addressing learning gaps can guide the

development of targeted leadership development programs. Moreover, the findings may

contribute to the enhancement of educational leadership practices, empowering school

leaders to create more inclusive and effective learning environments.

As societies continue to grapple with the challenges of an ever-changing

educational landscape, this research aims to contribute valuable knowledge that can

foster informed decision-making and transformative leadership practices. By shedding

light on the intricate dynamics at play within schools, this study aspires to be a catalyst

for positive change, ultimately advancing the vision of a more equitable and quality

education system for all students.

Statement of the Problem

This study aims to explore how school head’s transformational leadership styles

influence their decision-making perspectives in addressing learning gaps among

students. Specifically, this study sought to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Sex

1.3 Position

1.4 Length of service

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2. How do the respondents perceived the transformational leadership practices of the

school head in terms of:

2.1 Planning

2.2 Organizing

2.3 Controlling

2.4 Motivating

2.5 Evaluating

3. How do the respondents perceived the decision-making practices of the school head

in terms of:

3.1 Analytical Perspectives

3.2 Behavioral Perspectives

3.3 Conceptual Perspectives

3.4 Directive Perspectives

4. What decision-making perspectives do school heads employ when addressing

learning gaps, in terms of:

4.1 knowledge gap

4.2 skill gap

4.3 communication gap

4.4 motivation gap

4.5 environmental gap

4. How do school heads' transformational leadership practices influence their decision-

making processes concerning learning gap interventions?

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5. How can the findings inform the design of leadership development programs aimed at

equipping school heads to address learning gaps more effectively?

Significance of the Study

This study holds paramount significance in unraveling the nuanced dynamics of

school head leadership in addressing learning gaps within the District of Obando,

Schools Division of Bulacan. The implications of this research extend to various

stakeholders in the educational domain, promising valuable insights that can catalyze

positive changes:

School Heads. By scrutinizing the specific leadership behaviors and practices

that prove most effective in addressing learning gaps, this study aims to empower

school heads in the District of Obando. Armed with these insights, school heads can

refine their leadership strategies, fostering an environment that maximizes student

success. The study contributes directly to their professional development, offering a

tailored guide to enhance their effectiveness in navigating and mitigating learning gaps.

Teachers and Educational Staff. The findings of this study provide teachers

and educational staff in the District of Obando with a roadmap for enhancing

instructional practices. Understanding the relationship between school head leadership

and the quality of instruction allows educators to align their teaching strategies with

effective leadership behaviors. This alignment fosters a cohesive educational

environment where teachers feel supported and equipped to deliver high-quality

instruction that addresses learning gaps.

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Stakeholders and Collaborators. Stakeholders, including parents, community

members, and policymakers, stand to benefit from insights into how school head

leadership influences stakeholders' involvement. This understanding creates a

foundation for strengthened collaboration. Stakeholders can actively engage in

initiatives that align with effective leadership practices, fostering a sense of shared

responsibility for addressing learning gaps. Policymakers, in particular, can use these

insights to inform evidence-based policies that promote and support effective school

head leadership.

Division-Level Policymakers. At the division level, policymakers can leverage

the study's findings to advocate for policies that support effective school head

leadership. Recognizing the impact of leadership on learning outcomes allows

policymakers to tailor initiatives that cultivate and nurture effective leadership practices

within the Division of Bulacan. The study becomes a catalyst for fostering an

environment where policies align with the dynamics of effective leadership, ultimately

benefiting the educational ecosystem.

Professional Development and Training Initiatives. The study contributes to

ongoing professional development initiatives by offering insights into the specific

leadership competencies that positively impact learning outcomes. Training programs

and workshops for school heads can be designed based on these findings, ensuring

that leadership development aligns with the identified effective practices. This, in turn,

enhances the overall quality of educational leadership within the Division of Bulacan.

Future Educational Research. For future researchers, this study enriches the

understanding of the intricate relationship between school head leadership and

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addressing learning gaps. It serves as a foundational exploration that can guide further

investigations in similar contexts. By contributing to the broader conversation on

effective leadership strategies, the study paves the way for continued research

endeavors aimed at enhancing educational practices and fostering equity within

educational systems.

Scope and Delimitation of the Study

The study will investigate the decision-making perspectives of school heads,

particularly those related to addressing learning gaps. This includes understanding how

leaders prioritize, allocate resources, and make strategic decisions to enhance

educational outcomes.

This study will comprise of twelve (12) school heads from different schools in

Obando District, Schools Division of Bulacan. It will be conducted from January to

February 2024. The research design to be used will be a qualitative type of research

and the data gathering instrument will be through an interview.

While transformational leadership is the primary focus, other leadership styles

will not be extensively explored. The study aims to delve deeply into the specific impact

of transformational leadership on decision-making regarding learning gaps. Findings

from this study may have limited generalizability beyond the chosen geographic and

educational scope. The specificities of leadership practices and decision-making may

vary in different contexts, and caution should be exercised in applying the results

broadly.
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Chapter II
CONCEPTUAL FRAMEWORK

Foreign Literature

Research article entitled “Literature Review of Transformational School

Leadership: Models and Effects on Student Achievement”, states that when addressing

learning gaps in educational environments, transformational leadership and decision-

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making are strongly related. The vision, motivation, and dedication to positive change

that define transformational leaders are essential in directing the decision-making

procedures meant to close learning gaps.

A compelling vision for educational justice while decreasing disparities in learning

has been expressed by transformational leaders. Parents, teachers, and students are

encouraged to take an Active role in attempts to close learning gaps by transformational

leaders. An environment of constant improvement is encouraged by transformational

leaders. They support continuous introspection, data analysis, and instructional strategy

modification to better address the varied requirements of students and close learning

gaps. (Li & Karanxha, 2022)

In order to close learning gaps in the classroom, decision-making is essential.

Leaders choose which specific interventions to set up in response to recognized

learning gaps. Effective decision-making procedures lead to the creation and execution

of strategies, policies, and interventions that can decrease or eliminate disparities in

educational results. Policy decisions have an impact on systemic changes that affect

learning gaps. Leaders have the ability to support and execute policies that uphold

fairness, inclusivity, and the equitable allocation of resources.

Learning gap resolution can be made more dynamic and responsive by educational

leaders integrating transformational leadership ideas into decision-making procedures.

With this strategy, decisions are made with vision, in concert with others, and with the

intention of bringing about permanent, beneficial shift to the educational environment.

Transformational Leadership in Education

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Successful leadership is vital for any organization to succeed, and educational

institutions are likewise. Among numerous hypotheses of leadership, transformational

leadership has come to light as a particularly successful strategy that has the ability to

substantially improve a number of subjects, including education. The key principle of

transformational leadership is that leaders have the power to encourage and inspire

subordinates to go beyond their own expectations. This kind of leadership encourages

development, creativity, and cooperation to bring about positive change in people,

groups, and organizations.

Studies have consistently shown that transformational leaders have a beneficial

effect on their followers’ engagement, motivation, and performance (Cherry, 2023). In

the context of a practicality, transformational leadership is a very flexible and applicable

strategy. Transformational leaders may successfully negotiate the complexity of the

constantly evolving educational environment by emphasizing cooperation, creativity,

and ongoing development (Lancefield & Rangen, 2021). They are able to modify their

leadership approaches to fit the particular requirements of their followers as well as the

specific circumstances in which they perform. Because of its adaptability,

transformational leadership is a very useful and pertinent option for leaders in

education.

Decision-Making in Educational Leadership

As an administrator, the principal needs to be capable of making well-informed

decisions. According to Stoner (1982, as cited in Amalia et al., 2020), decision-making

is a human activity that takes into account both individual and societal phenomena. It is

founded on the premises of values and facts and involves weighing options with the
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goal of achieving a desired outcome. One of a manager’s or leader’s primary duties is

making decisions. One of the outcomes or results of mental or cognitive processes that

leads to path selection from multiple available choices is decision making. There is only

ever one final choice made during any decision-making process. The principal is a

powerful individual who participates in the management of the school. One of the

principal’s primary roles in the academe is that of a leader. As a leader in education,

the principle deals with the community, teachers, staff, and students on a daily basis.

Making judgments is one of the keys to the principal’s success. The principal’s role as a

leader is to make wise decisions that will help the school reach its objectives and to

support, oversee, and motivate all staff members and students in performing their jobs.

As stated by J. Reason (2006, as cited in Amalia et al., 2020), making decisions

can be viewed as one of the outcomes or effects of mental or cognitive processes that

select a course from among a number of viable options. Every decision-making process

result in a single final choice. As Gibson and Ivancevich (2006, as cited in Amalia et al.,

2020) explain, “the choice are means to achieve some problems, and the result of it’s

the process of impact by many forces. Problems that occur often, with quite a bit of

uncertainty and risk surrounding the outcome, need leaders to utilize the entire process.

For a problem that occurs frequently, the entire process is not necessary. If a procedure

is established to handle such problems, leaders don’t need to come up with and assess

alternatives for each time a problem of this kind of behavior.” The process of making

decisions is influenced by a variety of external factors.

Foreign Study
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Transformational Leadership in Education: A Comprehensive Approach to Educational

Success

As stated in the study entitled “Transformational Leadership in Education: A

Comprehensive Approach to Educational Success”, all of the leadership theories that

have been presented provide informative and useful perspectives on effective

leadership, transformational leadership is the most all-encompassing and flexible

approach, especially when it comes to education. Within educational institutions,

transformational leadership may influence substantial and lasting acquires by

emphasizing vision, collaboration, innovation, and empowerment. This method offers

educational leaders who want to have a long-lasting and beneficial influence on their

institutions and the larger educational landscape a more thorough and practical

framework. When it comes to fostering achievement, progress, and growth in the

dynamic field of education, transformational leadership is a better option than other

theories of leadership. Its focus on cooperation guarantees that different viewpoints are

taken into account and included into decision-making processes, while its emphasis on

vision aids leaders in establishing a compelling and distinct path for their organizations.

(Pennell, 2023).

Decision-Making in Educational Leadership

In the study entitled “Leadership in Education: Decision-Making in Education”, it

states that principal’s decision-making in education can be characterized as follows in

the exercise of his leadership function: (a) the first regulatory role, which is the

principal's responsibility to enforce personnel and educational regulations. Decisions are

taken in order to accomplish objectives or find solutions to issues; the outcomes of this
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process are impacted by a variety of outside variables. Managers that can capitalize on

the entire process are needed for problems that emerge occasionally and have risks

and uncertainty around the outcomes. The complete method is not necessary for

problems that arise frequently. Leaders won’t have to create and assess alternatives

each time a problem arises if a rule is implemented to solve it. (Amalia et al., 2020)

Local Study

Learning Gaps in education

Basilio (2023) states in her study that education, discrepancies or variations in

pupils’ knowledge, abilities, and academic accomplishment are referred to as learning

gaps. These differences, which can be caused by a number of objects, have an impact

on students’ future chances and academic performance. A comprehensive strategy

involving educators, administrators, legislators, and the community is needed to solve

learning gaps. Establishing a welcoming and encouraging learning environment that

acknowledges and meets the various needs of each student is crucial.

The Philippines is confronted with several educational challenges, one of which

is the substantial differences in student academic capacities. Because of this, it is more

crucial than ever for educators to identify and successfully close any learning gaps in

their students. Students were forced to rely on distance learning and other digital

learning platforms during the several months that schools were closed. Because

individuals with access to more resources and better technology were able to utilize

these platforms more than those with fewer, this has led to a situation where there are

even greater discrepancies in the learning ability of students

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Age. Zafer and Aslihan (2019) observed older instructors, 41 years of age and

older people are more effective at directing the classroom and are effective teachers

compared to junior high school teachers. This perspective was support by Aloka and

Bojuwoye (2019) who observed that incompetent educators frequently end up taking

higher risks, did not carefully evaluate the circumstances when addressing disciplinary

issues with students compared to the more experienced professors due to their lack of

experience and immaturity. The information gathered are similar to those of a

subsequent study conducted in Kenya by Nyagah and Gathumbi (2019), who

discovered that older teachers were more probable than middle-aged and younger

teachers to boost student performance using a cross-sectional survey.

Years in service. Kartini, Badariah, and Ahamad (2019) observed science

instructors with over six years of classroom experience were more knowledgeable in

contrast to educators with fewer years of teaching experience. Researchers Zafer and

Aslihan (2019) found that educators with more experience revealed notably disparate

perspectives regarding classroom management, such as they appear to have better

control over their classrooms and have positive interactions with the students and more

adept at decision-making than educators with less years of classroom experience.

Position. Oco (2022) states that a head of school's style of leadership and

decision-making procedures are greatly influenced by their role, such as principal or

headmaster. The position within the school hierarchy can affect the amount of authority,

duties, and decision-making power

Sex. Research article entitled “Gender differences in leaders’ crisis

communication: a sentiment-based analysis of German higher education leaderships’”

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online posts, cultural demands, cultural elements, and personal traits can all have an

impact on how sex (biological differences) affects leadership and decision-making in

school heads. Studies indicate that women tend to be more transformational and

participative leaders overall. They frequently place a strong emphasis on fostering

relationships, teamwork, and a positive work atmosphere. Generally speaking, men can

display a variety of leadership philosophies, such as more transactional or directive

methods. They might concentrate on hierarchical structures and task-oriented

objectives. It's possible that women generally favor inclusive decision-making

procedures that involve input from a range of stakeholders. When making decisions,

they might place a high priority on reaching a consensus and taking a broader view.

Men tend to make decisions that are more autonomous and determined than women

do, on average. When coming to decisions, they might give priority to effectiveness and

clarity. (Angelakis et al., 2023)

Rules and Policies. In the Philippine Journal of Multidisciplinary research, the

rules and policies implemented in an educational setting can significantly influence the

leadership approach and decision-making process of school administrators, including

headmasters or principals. The parameters set forth in the rules control behavior,

governance, and the general operation of the organization. It is the duty of school

administrators to make sure that all parties involved are aware of and comprehend the

rules and regulations. Decisions on enforcing rules, dealing with infractions, and putting

penalties in place for non-compliance must be made by leaders. (Luz, 2020)

Knowledge Gap. Aureada (2021) states that the purpose to close knowledge

gaps in education, school leaders are essential. They are in charge of establishing an
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atmosphere that encourages staff and students to keep learning and growing. School

heads are capable of dealing with knowledge gaps and contribute to improved

educational results for their students by putting into practice a holistic approach that

includes professional development, curriculum evaluation, data-driven decision-making,

and cooperation.

Skill Gap. In the article published by the World Economic Forum (2022), it states

that it is essential to close skill gaps in school if pupils are to meet the demands of the

modern workforce. Principals and headmasters, among other school leaders, are crucial

in putting measures to close skill gaps into practice.

Communication gap. In the article published by Soni (2021) states that

developing an environment that is beneficial to learning requires addressing

communication gaps in the classroom. Principals and headmasters are examples of

school leaders who can significantly contribute to better communication within the

school community. In order to improve communication between the school

administration, teachers, and parents, school management systems are being

implemented.
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Conceptual Framework

Independent Variable Dependent Variable

Profile of Respondents Decision-making perspectives
 Age of school heads when
 Sex addressing learning gaps, in
terms of:
 Position
 Length of Service • Knowledge gap
• Skill gap
Transformational Leadership
• Motivation gap
Practices in terms of:
• Environmental gap
 Planning • Communication gap
 Organizing
 Controlling
 Motivating
 Evaluating
Decision-making Perspectives
 Analytical Perspectives
 Behavioral Perspectives
 Conceptual Perspectives
 Directive Perspectives
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Figure 1. Paradigm of the study showing the relationships of the profile of the

respondents, and their transformational leadership practices in terms of rules and

policies and their decision-making perspectives when addressing learning gaps.

As presented in the diagram, the first column figure represents the independent

variable of study which comprise of profile of the respondents, and their

transformational leadership practices in terms of rules and policies. While on the second

column figure, it contains the dependent variable which are the decision-making

perspectives when addressing learning gaps in terms of knowledge gap, skills gap and

communication gap. The conceptual framework posits that school heads'

transformational leadership practices influence decision-making perspectives, which in

turn influence learning gaps and contribute to positive educational outcomes. The

dynamic relationships within this framework emphasize the importance of leadership in

shaping the trajectory of educational equity and student success.

Definition of Terms

Decision-making. This term refers to the act or process of deciding something

especially with a group of people. (Merriam-Webster, 2024) In this study, this

term plays a central role in understanding how school leaders, specifically

principals or heads, approach, and address learning gaps within their educational

institutions.
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Learning Gaps. This term refers to the In this study, this term discrepancy between

what a student has learned and what a student was expected to learn by a

specific point in their education. (Welcome, 2021) In this study, it refers to

disparities or differences in the academic achievement levels of students. It was

also a collective term for the knowledge gap, skills gap and communication gap.

School head. This term refers to the executive manager of the school from time to time,

he or she is being the individual responsible for ensuring the provision of the

education services on a day-to-day basis. (Law Insider, n. d.) In this study, this

term was used as a principal who are in charged in shaping the direction of the

school, influencing the teaching and learning environment, and making decisions

that impact the overall educational outcomes of students.

Transformational Leadership. This term refers to a leadership style that empowers

people to accomplish positive change through big vision, inspiration, and a call to

action. (Baker, 2023) In this study, used to examine and understand the

leadership style and practices of school heads (principals or

headmasters/headmistresses) in the context of addressing learning gaps.

Chapter III

RESEARCH METHODOLOGY

Research Approach and Research Design

The researcher used a qualitative, narrative approach for this study. As stated by

Tenny et al. (2022), qualitative research is a type of research that deals with deeper

understanding and exploration or real-world issues. Qualitative research not only helps
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produce hypotheses but also further investigates and understands quantitative data,

unlike quantitative research which collects numerical data points and intervenes or

introduces treatments. Participants' views, behaviors, and experiences are gathered in

qualitative research. Particularly, to learn how people interpret and make meaning of

their experiences, the researchers look at the ways stories are conveyed through

narrative approach. Through interview, the most common data-gathering method for

qualitative, narrative design, involves asking respondent questions in one-on-one

conversations.

Population, Sample and Research Locale

The researchers utilized the purposive sampling in selecting the respondents for

this research study. As defined by Jordan (2021), purposive sampling is a type of non-

probability sampling in which the researchers choose a population to participate in their

study based on their own judgement.

This study covered a total number of twelve (12) respondents. It included all

school heads from elementary and high schools at Obando District, Schools Division of

Bulacan. Moreover, this study did not involve the school heads from college level in the

said district. This research was conducted in the locale of Obando, Bulacan.

Research Instrument

To explore how school head’s transformational leadership styles influence their

decision-making perspectives in addressing learning gaps among students, the

researchers utilized open-ended questionnaire that will be done through interview. The

outline of the questionnaire was based on the researchers scanning of the

related articles, journals, published and unpublished studies. Discretion of the

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respondents was considered in that way valid responses of the respondents were

maintained. The questionnaire was based on the gathered literature and study found

online. The survey questionnaire was divided into three parts.

The first section included the respondents’ demographic profile, including age,

sex, position in the institution and years in service. The second section includes the

open-ended question regarding transformational leadership practices within their

respective educational institutions in terms of rules and policies. The third section

included the questions about the decision-making perspectives of school heads when

addressing learning gaps, in terms of knowledge gap, skill gap and communication gap.

Data Gathering Procedures

The researchers searched for related literature and studies utilizing the various

resources on the internet to gather sufficient data to make the study feasible. The

feasibility of the current investigation was established and justified using literature and

studies connected to it. For this research study, interview with open-ended

questionnaires were utilized as the tool to gather and collect data from the chosen

respondents. To ensure that the instrument would not harm the respondent in any way,

validation of the questionnaires was conducted. Following the validation of the

questionnaires, the researchers sent an approval letter to the dean of the (Name of

school ni client), requesting permission to conduct the study, and to each respondent

who gave consent for the study to be undertaken.

The interview was conducted to the selected school heads who were chosen as

the respondents in the said study. The researchers comprehensively informed all the

respondents of the objectives of the study. Furthermore, respondents were informed

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that their responses would be kept private and used solely for research purposes.

Respondents were offered the option of declining to participate in the study. Thus, the

respondents were given ample time to answer the questionnaires, one week from the

time of distribution. The data gathered were carefully transcribed when the interview

using open-ended questionnaire was done. With the assistance of a statistician, the

data were evaluated, assessed, and treated statistically, and subjected to interpretation.

Statistical Analysis of Data

The following statistical techniques and procedures were used by the

researchers to analyze and interpret the data that was gathered from the respondents.

Frequency Count. This statistical procedure was used to show data clearly. For

each class and category, it accurately gave a tabular form with its appropriate rows and

columns.

Mean. This method was used to calculate the average of the most common

value in data collected from respondents' evaluations of questionnaires on the study's

major topics and concerns. This statistical method's calculation formula is as follows:

Where: WM= weighted mean

F to F= frequency of response per unit weight

n= total number of respondents

∑= summative sign
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Standard Deviation. It is a measure of data dispersion in proportion to the

mean. Data are grouped around the mean when the standard deviation is low, while

data are more spread out when the standard deviation is high. The formula for standard

deviation is:

Where: xi= value of the ith point in the data set

X= the mean value of the data set

n= the number of data points in the data set

Questionnaire

Name (Optional):

________________________________________________________

DIRECTION: Check out the space that hits your answer

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Part 1: Respondent Demographic Profile

1.1 Age
__ 25-30 years old
__ 30-35 years old
__ 35-40 years old
__ 40-45 years old
__ 45-50 years old
__ 50 years old and above

1.2 Sex
__ Male
__ Female

1.3 Position in the institution ___________________________

1.4 Years in service ___________________________________

Part 2: Transformational Leadership Practices

Rules
1. How do you define transformational leadership within the context of rules within
the educational institution?
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________________________________________________________________
________________________________________________________________
________________________________________________________________

2. How do you prioritize the establishment and enforcement of rules as part of your
leadership approach?
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. To what extent do you involve teachers, staff, and other stakeholders in the
process of rule development?
________________________________________________________________
________________________________________________________________
________________________________________________________________

Policies
1. How are policies developed within the institution?
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. What strategies do you employ to create a positive and supportive environment

while implementing policies?
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. How often are existing policies evaluated for their effectiveness?

________________________________________________________________
________________________________________________________________
________________________________________________________________

Part 3: Decision-making perspectives of school heads when addressing learning

gaps

Knowledge gaps

1. How does the school identify knowledge gaps among students?

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________________________________________________________________
________________________________________________________________
________________________________________________________________

2. What factors influence the prioritization of specific knowledge gap interventions?

________________________________________________________________
________________________________________________________________
________________________________________________________________

3. In what ways do you balance immediate needs with long-term educational goals
when addressing knowledge gaps?
________________________________________________________________
________________________________________________________________
________________________________________________________________

Skills gaps
1. What strategies or tools are employed to assess skill gaps?
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. What criteria are used to determine the urgency of addressing specific skill gaps?
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. How do you monitor and evaluate the effectiveness of interventions aimed at

addressing skill gaps?
________________________________________________________________
________________________________________________________________
________________________________________________________________

Communication gaps

1. How does the school identify communication gaps among students and between
students and teachers?
 30

________________________________________________________________
________________________________________________________________
________________________________________________________________

2. How do you ensure that communication interventions are tailored to the specific
needs of students and the school community?
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. To what extent does technology play a role in decision-making to address

communication gaps?
________________________________________________________________
________________________________________________________________
________________________________________________________________

Validation of Instrument (to be given to credible person such as statistician or any

person who can validate their research instrument)

 31

Good day!

I, John Ponce A. Santiago of Catanghalan Elementary School (District of Obando) is

currently working on my research study entitled "School Head’s Transformational

Leadership Styles Influence Their Decision-Making Perspectives in Addressing

Learning Gaps " as a partial requirement for the course, Master of Arts in Industrial

Edication major in Administration and Supervision. In line with this, I would like your

expertise to validate the attached questionnaire together with the statement of the

problem and hypothesis.

I will be glad to hear your comments and suggestions for the improvement of the data

gathering instrument. Moreover, I am looking forward to my request. Your positive

response is highly appreciated.

Thank you so much and have a blessed day ahead.

Sincerely,

JOHN PONCE A. SANTIAGO

Researcher

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