Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

Harmony of Transformational and Transactional

Leadership Styles towards Positive Change in
Teachers’ Motivation, Attitude, and Performance
Quennie S. Soriano, LPT1; Agripina F. Banayo, Ed. D. 2*
1
Teacher II, 2PassAssociate Professor III
1
Calauan Central Elementary School, San Pablo City, Philippines
2
Laguna State Polytechnic University, San Pablo City, Philippines

Abstract:- This study aimed to establish correlations Contributing to the existing body of literature is critical
using a correlational research design. It was guided by as it can provide valuable insights for school administrators,
the Full Range Model which emphasizes the effectiveness policymakers, and leaders in the basic education sector at
of combining transformational and transactional the present time. It shall also be helpful in designing
leadership. A sample of 134 public elementary and trainings at the local level. By understanding the effects of
secondary school teachers from 21 schools in Calauan these leadership styles, they can implement strategies that
Sub-Office, Laguna Province, was surveyed to examine enhance teacher motivation, improve performance, and
these relationships. The instrument used was a foster a positive work attitude.
researcher-made survey-questionnaire which underwent
multiple validation stages. Based on the results, there This study basically aims to provide answer to the
was a very high level of transactional and overarching research question: “Do transformational and
transformational leadership styles among school heads, transactional leadership styles have significant effect on the
positively correlating with teachers' motivation, attitude, motivation, performance, and work attitude of teachers?” To
and performance. Specifically, transactional leadership answer this question, the study employs a descriptive
behaviors such as contingent rewards and active research approach. It particularly gathers data through
management significantly influenced these factors, along surveys developed using information found in the review of
with transformational leadership dimensions of idealized related literature and studies. This approach allowed for a
influence, inspirational motivation, intellectual comprehensive, yet manageable exploration of the research
stimulation, and individualized consideration. These question.
findings emphasize the critical role of leadership in
fostering positive teacher outcomes. Recommendations Literature and studies show how transformational and
include the investment in leadership development transactional leadership styles specifically impact teachers.
programs focusing on expanding beyond transactional This impact is particularly noticeable in the context of
approaches towards transformational leadership. motivation, performance, and work attitude, three crucial
Initiatives should sustain and deepen transformational elements that contribute to the overall effectiveness of an
practices, capitalize on teacher motivation and positive educational institution (Hyseni Duraku & Hoxha, 2021;
attitudes, and reinforce effective performance through Mahmood, 2016). This is what the present study seeks to
targeted interventions and continuous professional investigate further to add to the rich volume of literature on
development. the topic, but more specifically in the context of the locale.

Keywords:- Transformational Leadership; Transactional The results of this study could be used in enhancing the
Leadership; Motivation; Performance. leadership practices in the basic education sector. They
could inform the development of leadership training
I. INTRODUCTION programs and contribute to the creation of a more conducive
environment for teacher growth and development.
In the field of education, particularly in the basic Moreover, these findings could give birth to more studies in
education sector, leadership styles of principals play a this area of concern. The next chapters of this thesis present
pivotal role in shaping the motivation, performance, and a review of relevant literature, detail the research
work attitude of teachers (Sarwar et al., 2022; Eyal & Roth, methodology, discuss the findings, and finally, provide a
2017; Hartinah et al., 2020). The influence of leadership on conclusion and recommendations based on the results of the
these aspects has been a topic of interest for researchers and study.
practitioners alike. However, no study has been conducted to
look into the scenario at the locale of the present study.

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

II. PROBLEM STATEMENT AND RESEARCH III. RESEARCH METHODS

QUESTIONS
This section explains the research design, context and
This study was anchored to a number of theories. The participants, and the research instrument employed in the
Full Range Model of Leadership (Tepret & Tuna, 2015) present research.
advocates for a dual approach, combining transformational
and transactional leadership styles to effectively motivate  Research Design
teachers, alter their behaviors and attitudes, and enhance In this study, the researcher utilized the correlational
their performance. Research suggests that this model offers research design. In the attempt to establish the effectiveness
a comprehensive framework for understanding leadership's of transformational and transactional leadership practices on
impact on employees' attitudes and productivity. Studies by teachers’ motivation, attitude, and performance. The
Barnett (2019) and Lai (2019) reinforce this, highlighting quantitative research design relies on measuring variables
the positive outcomes of blending transformational and using a numerical system, analyzing these measurements
transactional leadership, particularly in fostering motivation, using any of a variety of statistical models, and reporting
job satisfaction, and performance among educators. These relationships and associations among the studied variables
findings underscore the strategic importance of leadership (City University of Seattle, 2022).
versatility in educational settings.
The study began by identifying the problems
Guided by the theories above, this study sought to encountered by the teachers concerning the leadership
determine the relationship between the transformational and practices of their school heads. After identifying the
transactional leadership practices of school heads and their problems, the researcher formulated the objectives,
effect on teachers’ motivation, attitude, and performance. hypothesis, framework, and procedure. The researcher then
prepared the research instruments and submitted the survey
Specifically, the researcher aims at addressing the questionnaires to experts—a language critic and a
following questions. statistician—for content and construct validation and
 What is the level of school head’s transactional evaluation. This was done to ensure that the data to be
leadership style in terms of collected using the instruments were suitable for addressing
 contingent rewards; the problems raised in Chapter 1. After validation, the
 active management; instrument was encoded in Google Form. The researcher
 passive management; and then obtained permission from the appropriate authorities
 laissez-faire? prior to data collection.

 What is the level of school head’s transformational During the data collection phase, the researcher
leadership style in terms of; communicated with the Public Schools District Supervisor
 idealized influence; and school heads. The researcher sought the assistance and
 inspirational motivation; endorsement of the school heads to distribute and
disseminate the survey questionnaire link or the electronic
 intellectual stimulation; and
version of the instrument. The researcher spent two weeks
 individualized consideration?
on data collection, allowing all respondents to complete the
e-survey.
 What is the level of teachers’ motivation?
 How may the teachers’ attitude be described?
 Context and Participants
 What is the level of teachers’ performance?
The respondents of the study were one hundred thirty-
 Is there significant relationship between the level of
four (134) public elementary and secondary school teachers
school head’s transactional leadership style and the
of Calauan Sub-Office. Respondents for each school shall be
teachers’ motivation, attitude, and performance?
randomly selected through the fishbowl method. However,
 Is there significant relationship between the level of
if names drawn refuse to participate, another name shall be
school head’s transformational leadership style and the
drawn. In order to ensure that the target number is reached,
teachers’ motivation, attitude, and performance?
the researcher shall include all teachers in the survey but
some papers will be eliminated.

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

For the gathering of the quantitative data, the In order to ensure the validity and reliability of
researcher used random sampling technique in identifying research instruments, it underwent three-step quality
the number of respondents and participants out of the total assurance process. This included validation of authorities,
of four hundred seventy-three (473) teachers from twenty- pilot testing, and revalidation. There were fifteen (15)
one (21) public elementary and secondary schools in statements for each variable for validation. These statements
Calauan Sub-Office of the Division of Laguna Province. were reduced to ten (10) upon pilot testing.
These public school teachers were handling regular classes.
The study invited at least one hundred sixty-three (163) After crafting of the research instrument, the researcher
respondents in order to ensure at five percent (5%) margin submitted it to a field expert (an experienced school head or
of error. The study requested the assistance of Faculty supervisor with school management background), a
Presidents to reach the target sample; the main instrument language critic, and a statistician. With their expertise, it was
was a survey questionnaire. Sample was calculated using ensured that the instrument would be able to measure the
Slovin’s Formula Online Calculator. All one hundred sixty- variables subjected to investigation. The language critic
three (163) respondents provided quantitative data on the helped increase the face validity of the instrument and its
variables under investigation. comprehensibility to the target respondents. The statistician
also helped determine if the instrument can help generate
 Research Instrument quantifiable information.
The researcher used one research instrument in the
form of a survey. The instrument was composed of two (2) During pilot testing, the researcher requested
main parts. Each part aimed as describing the variables thirty (30) teachers from a neighboring sub-office to
concerned in the study. The instrument underwent a series of accomplish the instrument. After which, Cronbach’s alpha
validation testing to ensure reliability of results. was computed. Depending on the results of Cronbach’s
alpha, those items which received low reliability were
Part 1 or the Transformational and Transaction eliminated until only 10 items were retained. If there were
Leadership focuses on the two leadership styles which the less than ten (10) items reaching the reliability level of 0.70
school heads use in dealing with their subordinates. Likert and above, then the researcher would decide which item
scales for each variable shall be used. There were ten (10) should be left to complete the ten (10) with the help of the
statements or indicators to describe the school heads’ use of validators.
transactional and transformational leadership practices.
Revalidation means that the researcher, with the help
Part 2 or the Motivation, Attitude, and Performance of the validators, looked into the results of pilot testing and
focuses on the observable outcomes which may be directly decided about the remaining improvements required. Upon
affected by the way school heads use transactional and completing all the suggestions of the validators, the
transformational leadership practices. The effects are researcher reproduced the required number of copies.
described in three (3) variables i.e., teachers’ motivation,
attitude, and performance. All three shall be measured using IV. RESULTS AND DISCUSSION
a 4-point Likert scale.
This section presents, interprets, and analyzes data
For both parts of the research instrument, the study collected and treated focusing on the school heads’ level of
employed the scale below. practices in transactional and transformational leadership
and its relationship with the teachers’ motivation, attitude,
Scale Range Interpretation and performance. The results are interpreted using
4 3.50 – 4.00 Very High theoretical and practical lenses. The discussion flow is
3 2.50 – 3.49 High similar to the sequence in the statement of the problem.
2 1.50 – 2.49 Moderate
1 1.00 – 1.49 Low

Table 1 Level of School Head’s Transactional Leadership Style in Terms of Contingent Rewards
Indicators Mean SD VI
My school head…
1.provides positive feedback when tasks are completed correctly. 3.75 0.44 Very High
2.rewards good performance with good performance rating.
3.60 0.52 Very High
3.acknowledges exceptional work with public recognition. 3.69 0.51 Very High
4.phrases negative feedback constructively to improve performance. 3.49 0.60 High
5.recognizes quality of work done with financial incentives
3.38 0.74 High
Overall 3.58 0.45 Very High
Legend: VI- Verbal Interpretation 3.50- 4.00 - Very High 2.50- 3.49 - High 1.50-2.49 - Moderate 1.00-1.49 - Low

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

Table 1 presents the level of the school head's to motivate staff. For instance, teachers receive immediate
transactional leadership style in terms of contingent rewards. positive feedback when they successfully complete tasks,
such as being praised in meetings for their lesson plans.
Among the indicators, the highest mean values, along Exceptional work is publicly recognized, like a teacher
with their standard deviations (SD), were observed in receiving an award during a school assembly. Even though
providing positive feedback when tasks are completed recognizing work with financial incentives scores lower, it
correctly (Mean = 3.75, SD = 0.44) and acknowledging still indicates a high level of acknowledgment. Overall, this
exceptional work with public recognition (Mean = 3.69, SD reflects that school heads frequently use these strategies to
= 0.51), both falling within the "Very High" verbal maintain high motivation and performance among staff.
interpretation category. Conversely, the indicator with the
lowest mean value was recognizing the quality of work done Earlier research corroborates the present study's
with financial incentives (Mean = 3.38, SD = 0.74), also findings on the importance of contingent rewards in
categorized as "High." leadership. Robbins (2019), Yang et al. (2022), Liu & Liu
(2022) similarly highlight the significance of providing
The overall mean score for the school head's positive feedback and acknowledging exceptional work in
transactional leadership style in terms of contingent rewards enhancing organizational performance. However,
was 3.58 with a standard deviation of 0.45, indicating a contrasting findings were noted in a study by Makasi (2023)
generally "Very High" level of transactional leadership in which suggests that financial incentives may not always be
the observed behaviors. the most effective means of motivating employees,
indicating a need for further exploration in this area.This
The results imply that school heads exhibit a very high means that school heads in the sub-office recognize the
level of transactional leadership by effectively using rewards important of rewards in leading teachers.

Table 2 Level of School Head’s Transactional Leadership Style in Terms of Active Management
Indicators Mean SD VI
My school head…
1.takes action immediately when he/she sees something can lead to
problem. 3.61 0.52 Very High
2.always makes sure that instructions are properly understood. 3.55 0.60 Very High
3.takes initiative in doing things even without direct orders from the Very High
higher ups. 3.51 0.66
4.gives feedback regularly to make sure things are properly done. 3.57 0.57 Very High
5.makes sure that ethical standards are followed in every program or Very High
project. 3.60 0.54
Overall 3.57 0.47 Very High
Legend: VI- Verbal Interpretation 3.50- 4.00 - Very High 2.50- 3.49 - High 1.50-2.49 - Moderate 1.00-1.49 - Low

Table 2 presents the level of the school head's The results, which show exceptionally high mean
transactional leadership style in terms of active values for proactive leadership behaviors in the public
management. schools of the Calauan District, indicate significant positive
effects on the school climate and student outcomes. The
It was observed that the indicators with the highest high mean score of 3.61, with a standard deviation of 0.52,
mean values, falling within the "Very High" verbal indicates that school heads are very observant and proactive
interpretation category, include taking action immediately in addressing potential problems. This level of vigilance and
when a potential problem is observed (Mean = 3.61, SD = responsiveness allows for quick resolution of conflicts and
0.52), ensuring instructions are properly understood (Mean prevention of any disruptions to the learning process.
= 3.55, SD = 0.60), and taking initiative in tasks without
direct orders (Mean = 3.51, SD = 0.66). Additionally, Similarly, the act of ensuring that instructions are
regular feedback provision to ensure proper task execution comprehended accurately (Mean = 3.55, SD = 0.60)
(Mean = 3.57, SD = 0.57) and upholding ethical standards in demonstrates clear communication and effective leadership
programs (Mean = 3.60, SD = 0.54) also exhibited high in providing guidance. This is likely to result in improved
levels of active management. adherence to guidelines and procedures by teachers and
staff, ultimately enhancing the overall performance of the
The overall mean score for the school head's school and the achievement of its students.
transactional leadership style in active management was
3.57 with a standard deviation of 0.47, demonstrating a In addition, the significant scores for displaying
strong "Very High" tendency towards proactive leadership proactive behavior without explicit instructions (Mean =
behaviors. 3.51, SD = 0.66) and offering consistent input (Mean = 3.57,
SD = 0.57) emphasize a culture of independence and

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

ongoing enhancement within the educational institutions. Previous studies support the importance of immediate
This management approach correlates with a proactive action and proactive management exhibited by effective
attitude among employees, motivating them to take school leaders. Studies by Day et al. (2020) , Hu et al.,
responsibility for their actions. This creates a conducive (2018) and Showers (2019) emphasize the significance of
climate for promoting innovation and achieving high proactive leadership behaviors in maintaining organizational
standards of performance. effectiveness and fostering positive school environments.

Ensuring ethical standards in programs (Mean = 3.60, Rizvi (2022), on the other hand, argues in an essay that
SD = 0.54) strengthens the integrity and trust in school there may be possible problems linked with leadership styles
leadership, guaranteeing that programs and initiatives are that are excessively directive. He says this in his essay. The
conducted with a solid moral basis. The school head's author advocates for a more balanced approach that
transactional leadership style has been found to be highly integrates elements of both transformational and
effective, as indicated by the high mean score of 3.57. This participative leadership in order to get the greatest potential
leadership approach not only addresses immediate concerns results in educational settings. Their goal is to produce the
but also promotes long-term educational quality and ethical best possible outcomes.
governance in the Calauan District public schools.

Table 3 Level of School Head’s Transactional Leadership Style in Terms of Passive Management
Indicators Mean SD VI
My school head…
1.only intervenes when problems become serious. 3.15 0.88 High
2.sometimes fails to communicate clear goals and expectations to my High
teachers. 3.04 0.88
3.waits for direct orders from higher ups before taking action. 3.36 0.68 High
4.avoids giving feedback so there could be peace in the school. 3.07 0.82 High
5.prioritizes task completion over ethical considerations 3.15 0.81 High

Overall 3.15 0.70 High

Legend: VI- Verbal Interpretation 3.50- 4.00 - Very High 2.50- 3.49 - High 1.50-2.49 - Moderate 1.00-1.49 - Low

Table 3 outlines the level of the school head's For instance, the indicator of only intervening when
transactional leadership style in terms of passive problems reach a serious level (Mean = 3.15, SD = 0.88)
management. implies a reactive approach, potentially allowing minor
issues to escalate before they are addressed.
It showed that the indicators with relatively lower
mean values, categorized as "High" in verbal interpretation, Similarly, occasional failure to communicate clear
include only intervening when problems reach a serious goals and expectations to teachers (Mean = 3.04, SD = 0.88)
level (Mean = 3.15, SD = 0.88), occasional failure to can lead to confusion and misalignment in instructional
communicate clear goals and expectations to teachers (Mean practices, which may negatively impact student learning and
= 3.04, SD = 0.88), and waiting for direct orders from higher school performance.
authorities before taking action (Mean = 3.36, SD = 0.68).
The tendency to wait for direct orders from higher
Additionally, the avoidance of providing feedback for authorities before taking action (Mean = 3.36, SD = 0.68)
the sake of maintaining peace in the school (Mean = 3.07, further reflects a lack of initiative, potentially slowing down
SD = 0.82) and prioritizing task completion over ethical the implementation of necessary changes and innovations.
considerations (Mean = 3.15, SD = 0.81) reflect a tendency Additionally, the avoidance of providing feedback to
towards passive management. maintain peace (Mean = 3.07, SD = 0.82) suggests a
preference for avoiding conflict at the expense of
The overall mean score for the school head's constructive criticism, which can hinder professional growth
transactional leadership style in passive management was and improvement among staff.
3.15 with a standard deviation of 0.70, indicating a
prevailing "High" level of passive management behaviors Prioritizing task completion over ethical considerations
within the observed indicators. (Mean = 3.15, SD = 0.81) raises concerns about the integrity
of decision-making processes, potentially compromising the
The relatively lower mean values in certain indicators, moral standards within the school environment.
falling within the "High" verbal interpretation category,
suggest areas where the school heads in Calauan District
public schools may be exhibiting less proactive and more
passive management behaviors.

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

The overall mean score for the school head's intervention and insufficient communication in educational
transactional leadership style in passive management being leadership contexts, highlighting the importance of proactive
3.15 with a standard deviation of 0.70 indicates a notable and communicative leadership approaches for effective
presence of passive management behaviors. school management.

This trend suggests that while proactive leadership is On the other hand, the findings of von Knorring (2023)
evident in some areas, there is a significant need for are contradictory and show that certain passive management
improvement in adopting a more active and ethically strategies has the potential to be applied successfully in
grounded approach to leadership across all dimensions. particular circumstances. Due to the fact that this is taken
into consideration, the relevance of nuanced leadership
Existing literature aligns with the identified challenges methods that are suited to the myriad of problems and
associated with passive management styles exhibited by circumstances that are encountered in educational
school leaders. Articles by Grossman (2022) and Kheswa institutions is brought into closer focus.
(2015) emphasize the negative impact of delayed

Table 4. Level of School Head’s Transactional Leadership Style in Terms of Laissez-Faire

Indicators Mean SD VI
My school head…
1.allows us to work independently without much guidance. 3.46 0.69 High
2.expects us to be self-sufficient and rely on our existing skills and knowledge. 3.49 0.55 High
3.trust us so he/she lets us decide on things most of the time. 3.50 0.55 Very High
4.recognizes that errors can be part of the learning process so he/she allows us to
experiment things in the school. 3.40 0.64 High
5.observes us and our students but avoids direct interference. 3.44 0.58 High
Overall 3.46 0.49 High
Legend: VI- Verbal Interpretation 3.50- 4.00 - Very High 2.50- 3.49 - High 1.50-2.49 - Moderate 1.00-1.49 - Low

Table 4 presents the level of the school head's SD = 0.55). Trusting staff to make decisions independently
transactional leadership style in terms of laissez-faire (Mean = 3.50, SD = 0.55) further reinforces a culture of
behavior. autonomy and empowerment, allowing teachers and staff the
freedom to implement their ideas and strategies without
The indicators with relatively higher mean values, constant oversight.
falling within the "High" to "Very High" verbal
interpretation categories, include allowing staff to work Additionally, recognizing the value of learning through
independently with minimal guidance (Mean = 3.46, SD = trial and error by permitting experimentation (Mean = 3.40,
0.69), fostering self-sufficiency and reliance on existing SD = 0.64) supports innovation and creative problem-
skills and knowledge (Mean = 3.49, SD = 0.55), and trusting solving within the schools. Avoiding direct interference
staff to make decisions independently (Mean = 3.50, SD = while observing staff and students (Mean = 3.44, SD = 0.58)
0.55). Additionally, the school head recognizes the value of aligns with a hands-off approach that can boost confidence
learning through trial and error by permitting and competence among staff. The overall mean score for the
experimentation (Mean = 3.40, SD = 0.64) and avoids direct school head's laissez-faire management style being 3.46
interference while observing staff and students (Mean = with a standard deviation of 0.49 indicates a significant
3.44, SD = 0.58), demonstrating a laissez-faire leadership presence of laissez-faire behaviors. While this approach can
style. promote independence and innovation, it also suggests the
need for a balanced leadership style that provides guidance
The overall mean score for the school head's and support to ensure alignment with the school's goals and
transactional leadership style in laissez-faire management standards.
was 3.46 with a standard deviation of 0.49, indicating a
current "High" level of laissez-faire behaviors across the Literature and studies align with the characteristics of
observed indicators. laissez-faire leadership as observed in this study. Research
by Cherry (2022) and Sfantou et al. (2017) discuss the
The indicators with relatively higher mean values, implications of hands-off leadership styles, highlighting
falling within the "High" to "Very High" verbal potential challenges such as lack of accountability and
interpretation categories, suggest that school heads in the direction within educational settings. In contrast, studies by
Calauan District public schools often adopt a laissez-faire Zhang et al., (2022) suggest that certain degrees of
leadership style. This is evident from allowing staff to work autonomy and trust can foster intrinsic motivation and
independently with minimal guidance (Mean = 3.46, SD = professional growth among educators, underscoring the
0.69), which fosters self-sufficiency and encourages staff to nuanced effects of laissez-faire leadership on school
rely on their existing skills and knowledge (Mean = 3.49, outcomes.

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

Table 5 Level of School Head’s Transformational Leadership Style in Terms of Idealized Influence
Indicators Mean SD VI
My school head…
1.acts as a role model that we want to emulate. 3.60 0.58 Very High
2.would prioritize the good of the school over his/her own interest. 3.52 0.58 Very High
3.instills pride in us for being associated with him/her. 3.45 0.60 High
4.communicates to us and our students a sense of purpose. 3.56 0.53 Very High
5.makes us and our students feel valued and respected. 3.58 0.57 Very High
Overall 3.54 0.48 Very High
Legend: VI- Verbal Interpretation 3.50- 4.00 - Very High 2.50- 3.49 - High 1.50-2.49 - Moderate 1.00-1.49 - Low

Table 5 presents the level of the school head's collective vision, motivating both teachers and students to
transformational leadership style in terms of idealized strive for excellence.
influence.
Additionally, instilling pride in staff for being
Based on the data, the indicators with the highest mean associated with the school head (Mean = 3.45, SD = 0.60)
values, falling within the "Very High" verbal interpretation indicates that school heads successfully create a positive and
category, include acting as a role model that staff want to cohesive school culture. Making staff and students feel
emulate (Mean = 3.60, SD = 0.58), prioritizing the school's valued and respected (Mean = 3.58, SD = 0.57) underscores
interests over personal interests (Mean = 3.52, SD = 0.58), the importance of mutual respect and recognition in the
and communicating a sense of purpose to staff and students school environment, which can boost morale and job
(Mean = 3.56, SD = 0.53). satisfaction.
The overall mean score for the school head's
Additionally, instilling pride in staff for being transformational leadership style in idealized influence
associated with the school head (Mean = 3.45, SD = 0.60) being 3.54 with a standard deviation of 0.48 indicates a
and making staff and students feel valued and respected strong "Very High" tendency towards these behaviors.
(Mean = 3.58, SD = 0.57) also reflect high levels of
idealized influence. This suggests that the school heads in the Calauan
District effectively use their influence to inspire, motivate,
The overall mean score for the school head's and unify their staff and students, leading to a positive and
transformational leadership style in idealized influence was dynamic educational environment.
3.54 with a standard deviation of 0.48, indicating a strong
"Very High" tendency towards transformational leadership Articles, published earlier, strongly support the
behaviors associated with idealized influence. positive impact of idealized influence exhibited by effective
school leaders. Studies by Serang et al. (2024) and Ashfaq et
Based on the data, the indicators with the highest mean al. (2021) emphasize the importance of role modeling,
values, falling within the "Very High" verbal interpretation ethical behavior, and purposeful communication in fostering
category, highlight the strong presence of idealized organizational commitment and motivation among school
influence in the school heads' transformational leadership staff.
style in the Calauan District public schools.
On the other hand, different perspectives from
Acting as a role model that staff want to emulate Tomlinson et al. (2013) suggest that over-idealization of
(Mean = 3.60, SD = 0.58) suggests that school heads exhibit leaders may lead to potential pitfalls, emphasizing the need
exemplary behavior and values, inspiring staff to follow for balanced leadership behaviors that consider diverse
their lead. Prioritizing the school's interests over personal stakeholder perspectives and foster collective efficacy
interests (Mean = 3.52, SD = 0.58) demonstrates a within school settings.
commitment to the school's mission and goals, fostering a
sense of collective purpose. These imply that teachers in the sub-office must also
regulate their expectations from their school heads.
Communicating a sense of purpose to staff and Moreover, objectiveness in management will be ensured
students (Mean = 3.56, SD = 0.53) further enhances this with balanced influence of school heads on teachers.

Table 6 Level of School Head’s Transformational Leadership Style in Terms of Inspirational Motivation
Indicators Mean SD VI
My school head…
1.articulates a compelling vision of the future. 3.58 0.53 Very High
2.shows in his/her actions that the goals set are achievable. 3.54 0.53 Very High
3.motivates us with challenging yet feasible tasks. 3.57 0.53 Very High
4.shows enthusiasm in school each day. 3.57 0.54 Very High
5.constantly reminds us and our students of our school’s goals. 3.57 0.53 Very High

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

Overall 3.57 0.47 Very High

Legend: VI- Verbal Interpretation 3.50- 4.00 - Very High 2.50- 3.49 - High 1.50-2.49 - Moderate 1.00-1.49 - Low

Table 6 illustrates the level of the school head's 3.57, SD = 0.53) indicates that school heads set high
transformational leadership style in terms of inspirational expectations while ensuring that goals are attainable, which
motivation. can drive staff to perform at their best. Showing enthusiasm
daily (Mean = 3.57, SD = 0.54) and consistently reminding
As shown in the results, the indicators with the highest staff and students of the school's goals (Mean = 3.57, SD =
mean values, categorized as "Very High" in verbal 0.53) further highlight the school heads' dedication to
interpretation, include articulating a compelling vision of the maintaining a positive and goal-oriented atmosphere. The
future (Mean = 3.58, SD = 0.53), demonstrating through overall mean score for the school head's transformational
actions that goals are achievable (Mean = 3.54, SD = 0.53), leadership style in inspirational motivation being 3.57 with a
motivating with challenging yet feasible tasks (Mean = 3.57, standard deviation of 0.47 indicates a strong "Very High"
SD = 0.53), showing enthusiasm daily (Mean = 3.57, SD = level of inspirational and motivational leadership behaviors.
0.54), and consistently reminding staff and students of the This suggests that the school heads are highly effective
school's goals (Mean = 3.57, SD = 0.53). in inspiring and motivating their teams, leading to a dynamic
and forward-moving educational environment.
The overall mean score for the school head's
transformational leadership style in inspirational motivation These imply that the school heads motivate their
was 3.57 with a standard deviation of 0.47, indicating a teachers through their actions and approaach to leadership. It
strong "Very High" level of inspirational and motivational could be seen in the way they communicate their objectives
leadership behaviors observed across the indicators. and in leading the way to the achievement of these
objectives. Existing literature strongly supports the positive
As shown in the results, the indicators with the highest impact of inspirational motivation demonstrated by effective
mean values, categorized as "Very High" in verbal educational leaders. Research by Gandhi (2022) and Liu et
interpretation, reflect the school heads' strong capabilities in al., (2022) emphasizes the role of visionary leadership in
inspirational motivation within the Calauan District public fostering organizational commitment and goal attainment
schools. Articulating a compelling vision of the future within educational contexts. Similarly, studies by
(Mean = 3.58, SD = 0.53) suggests that school heads Rahmadani et al. (2020) highlight the importance of leaders'
effectively communicate a clear and inspiring direction for enthusiasm and motivation in promoting staff engagement
the school, which can energize and align staff and students and student achievement. However, contrasting perspectives
towards common goals. Demonstrating through actions that from Oc (2018) suggest that excessive emphasis on
goals are achievable (Mean = 3.54, SD = 0.53) underscores motivation may overlook critical contextual factors
their ability to lead by example, fostering confidence and influencing leadership effectiveness, emphasizing the need
commitment within the school community. Moreover, for a balanced approach that considers both intrinsic and
motivating staff with challenging yet feasible tasks (Mean = extrinsic motivational factors.

Table 7 Level of School Head’s Transformational Leadership Style in Terms of Intellectual Stimulation
Indicators Mean SD VI
My school head… Very High
1.encourages us to think creatively. 3.66 0.48
2.fosters a culture of innovation in our school. 3.58 0.51 Very High
3.challenges us to reinvent strategies to make them relevant. 3.65 0.49 Very High
4.gives differentiated tasks to us depending on our capacity. 3.58 0.54 Very High
5.encourages us to share our ideas on how school policies may be Very High
improved. 3.57 0.53
Overall 3.61 0.45 Very High
Legend: VI- Verbal Interpretation 3.50- 4.00 - Very High 2.50- 3.49 - High 1.50-2.49 - Moderate 1.00-1.49 – Low

Table 7 displays the level of the school head's capacity (Mean = 3.58, SD = 0.54), and encouraging staff to
transformational leadership style in terms of intellectual share ideas for improving school policies (Mean = 3.57, SD
stimulation. = 0.53). The overall mean score for the school head's
transformational leadership style in intellectual stimulation
The indicators with the highest mean values, falling was 3.61 with a standard deviation of 0.45, indicating a
within the "Very High" verbal interpretation category, strong "Very High" inclination towards fostering intellectual
include encouraging staff to think creatively (Mean = 3.66, growth and innovation among staff through leadership
SD = 0.48), fostering a culture of innovation within the behaviors. The indicators with the highest mean values,
school (Mean = 3.58, SD = 0.51), challenging staff to falling within the "Very High" verbal interpretation
reinvent strategies to ensure relevance (Mean = 3.65, SD = category, reflect the school heads' strong emphasis on
0.49), assigning differentiated tasks based on individual

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

intellectual stimulation in the Calauan District public Calauan District are significantly fostering an environment
schools. of creativity, innovation, and continuous improvement. By
encouraging staff to think creatively and challenge existing
Encouraging staff to think creatively (Mean = 3.66, SD strategies, school heads are promoting a culture where
= 0.48) shows a commitment to fostering innovative innovative solutions and educational practices can thrive.
thinking and problem-solving among educators. Fostering a
culture of innovation within the school (Mean = 3.58, SD = This approach not only enhances the professional
0.51) indicates that school heads actively promote an development of teachers but also ensures that the school
environment where new ideas and approaches are valued remains adaptive and relevant in a rapidly changing
and explored.Challenging staff to reinvent strategies to educational landscape. Such practices may be opened to
ensure relevance (Mean = 3.65, SD = 0.49) further other schools so they could do benchmarking. Furthermore,
demonstrates the school heads' focus on continuous by assigning tasks based on individual capacities and
improvement and adaptability. encouraging the sharing of ideas for policy improvements,
school heads are leveraging the diverse strengths of their
Assigning differentiated tasks based on individual staff, leading to a more collaborative and empowered
capacity (Mean = 3.58, SD = 0.54) highlights an workforce. Overall, these behaviors indicate a strong
understanding of diverse strengths and the importance of transformational leadership style that prioritizes intellectual
personalized professional development. Encouraging staff to growth, which can positively impact student outcomes and
share ideas for improving school policies (Mean = 3.57, SD the overall effectiveness of the schools. Related studies
= 0.53) shows a participatory approach to leadership, strongly support the positive impact of intellectual
fostering collaboration and collective ownership of the stimulation demonstrated by effective educational leaders.
school's progress. The overall mean score for the school Studies by Education Development Center (2019) and Potter
head's transformational leadership style in intellectual (2024) highlight the importance of cultivating a culture of
stimulation being 3.61 with a standard deviation of 0.45 innovation and continuous improvement within educational
indicates a strong "Very High" inclination towards fostering organizations to meet evolving challenges and opportunities.
intellectual growth and innovation among staff through their Similarly, research by Sandvik et al. (2018) and Barbuto et
leadership behaviors. al. (2013) underscores the role of intellectual stimulation in
enhancing staff motivation, creativity, and problem-solving
This suggests that school heads are effectively creating abilities. However, contrasting perspectives from Mazzucato
a dynamic and forward-thinking educational environment, (2017) suggest potential challenges associated with overly
encouraging continuous learning and improvement. The ambitious innovation agendas, emphasizing the need for
implications of the high mean values for indicators of thoughtful implementation and alignment with
intellectual stimulation suggest that school heads in the organizational goals.

Table 8 Level of School Head’s Transformational Leadership Style in Terms of Individualized Consideration
Indicators Mean SD VI
My school head… Very High
1.knows each of us at a professional level. 3.62 0.53
2.knows each of us at a personal level. 3.40 0.66 High
3.assigns tasks to us based on our unique talents. 3.50 0.56 Very High
4.provides fair opportunities for us to grow. 3.51 0.60 Very High
5.makes us feel that we are important at a personal level. 3.55 0.60 Very High
Overall 3.52 0.49 Very High
Legend: VI- Verbal Interpretation 3.50- 4.00 - Very High 2.50- 3.49 - High 1.50-2.49 - Moderate 1.00-1.49 - Low

Table 8 illustrates the level of the school head's mean score for the school head's transformational leadership
transformational leadership style in terms of individualized style in individualized consideration was 3.52 with a
consideration. standard deviation of 0.49, indicating a strong "Very High"
inclination towards valuing and supporting staff as
It can be observed from the results that the indicators individuals.
with the highest mean values, falling within the "Very High"
verbal interpretation category, include knowing each staff The implications of the high mean values for indicators
member at a professional level (Mean = 3.62, SD = 0.53), of individualized consideration suggest that school heads in
assigning tasks based on unique talents (Mean = 3.50, SD = the Calauan District are highly effective in recognizing and
0.56), providing fair opportunities for growth (Mean = 3.51, nurturing the unique talents and professional needs of their
SD = 0.60), and making staff feel personally valued (Mean staff. Evident practice in the field is the conduct of
= 3.55, SD = 0.60). However, the indicator related to stakeholders’ recognition day where all internal and external
knowing each staff member at a personal level received a stakeholders of the schools acknowledged and awarded.
slightly lower mean score (Mean = 3.40, SD = 0.66), Such best practices may be adopted in other schools that are
categorized as "High" in verbal interpretation.The overall not yet doing it. By knowing each staff member at a

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

professional level (Mean = 3.62, SD = 0.53) and assigning Related literature and studies strongly support the
tasks based on these unique talents (Mean = 3.50, SD = positive impact of individualized consideration
0.56), school heads are able to optimize the strengths of their demonstrated by effective educational leaders. Research by
team, leading to more efficient and effective educational Mazzetti & Schaufeli (2022) and Tsai (2021) emphasizes the
practices. Providing fair opportunities for growth (Mean = importance of personalized leadership behaviors in fostering
3.51, SD = 0.60) and making staff feel personally valued staff motivation, job satisfaction, and professional
(Mean = 3.55, SD = 0.60) indicate a supportive and development.
inclusive work environment, which can enhance job
satisfaction, motivation, and retention among teachers. Similarly, studies by Schulze & Pinkow (2020) and
However, the slightly lower mean score for knowing each Chu et al. (2022) underscore the role of leaders in
staff member at a personal level (Mean = 3.40, SD = 0.66) recognizing and leveraging individual strengths within
suggests an area for improvement in building deeper educational settings to enhance organizational effectiveness.
personal connections.
However, contrasting perspectives from Gandrita
The overall mean score for the school head's (2023) suggest potential challenges associated with
transformational leadership style in individualized balancing individualized consideration with broader
consideration being 3.52 with a standard deviation of 0.49 organizational priorities, highlighting the need for strategic
demonstrates a strong "Very High" inclination towards alignment and equitable distribution of opportunities within
valuing and supporting staff as individuals, which is crucial educational leadership practices.
for fostering a positive and productive school culture.

Table 9 Level of Teachers’ Motivation

Indicators Mean SD VI
In general, I…
3.73 0.45 Very High
1.show that I am willing to achieve the school’s goals.
2.am willing to work overtime when needed. 3.63 0.50 Very High
3.express my understanding of the importance of my job. 3.69 0.48 Very High
4.show eagerness when given challenging tasks. 3.71 0.46 Very High
5.exhibit willingness to attend upskilling training. 3.69 0.46 Very High
6.show happiness whenever the school unlocks a goal. 3.66 0.48 Very High
7.show improvement each class observation. 3.67 0.47 Very High
8.express how happy I am when my students learn. 3.72 0.45 Very High
9.reflect on my practices. 3.70 0.46 Very High
10.actively participate in activities beyond regular teaching hours. 3.70 0.49 Very High
Overall 3.69 0.38 Very High
Legend: VI- Verbal Interpretation 3.50- 4.00 - Very High 2.50- 3.49 - High 1.50-2.49 - Moderate 1.00-1.49 - Low

Table 9 presents the level of teachers' motivation of 0.38, indicating a consistently high level of motivation
across various indicators. across the surveyed indicators. The collective high mean
scores for indicators of teacher motivation, all falling within
The indicators collectively show a high level of the "Very High" verbal interpretation category, reflect a
motivation among teachers, with all mean scores falling highly motivated teaching staff within the Calauan District
within the "Very High" verbal interpretation category. public schools. Teachers demonstrate a strong commitment
Specifically, teachers demonstrate strong willingness to to achieving the school's goals (Mean = 3.73, SD = 0.45)
achieve the school's goals (Mean = 3.73, SD = 0.45), are and are willing to go the extra mile by working overtime
open to working overtime when necessary (Mean = 3.63, SD when necessary (Mean = 3.63, SD = 0.50), showcasing their
= 0.50), express understanding of the importance of their job dedication to their profession.
(Mean = 3.69, SD = 0.48), exhibit eagerness towards
challenging tasks (Mean = 3.71, SD = 0.46), and show Additionally, their understanding of the importance of
enthusiasm for attending upskilling training (Mean = 3.69, their job (Mean = 3.69, SD = 0.48) and eagerness towards
SD = 0.46). Furthermore, teachers demonstrate happiness challenging tasks (Mean = 3.71, SD = 0.46) underscores
and improvement upon achieving school goals, express joy their intrinsic motivation to make a meaningful impact on
in student learning outcomes, engage in reflective practices, student learning. The enthusiasm towards attending
and actively participate in additional activities beyond upskilling training (Mean = 3.69, SD = 0.46) highlights a
regular teaching hours. The overall mean score for teachers' culture of continuous learning and professional growth
motivation was 3.69 with a relatively low standard deviation among teachers. Moreover, their happiness and sense of

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

accomplishment upon achieving school goals, joy in student programs within the district. These findings match teacher
learning outcomes, engagement in reflective practices, and motivation literature. Ramirez (2019) and Ben-Hur &
participation in additional activities beyond regular teaching Kinley (2016) underline the importance of intrinsic
hours further exemplify their strong motivation and motivation variables including purpose, mastery, and
dedication to their role. With an overall mean score for autonomy in teacher commitment and engagement. Studies
teachers' motivation of 3.69 and a relatively low standard by Baiba Martinsone & Žydžiūnaitė (2023) emphasize the
deviation of 0.38, it indicates a consistently high level of significance of a supportive school environment that
motivation across the surveyed indicators, which bodes well encourages professional progress and acknowledges
for the overall success and effectiveness of the educational teachers' efforts.

Table 10 Level of Teachers’ Attitude

Indicators Mean SD VI
In general, I…
3.73 0.45 Very High
1.maintain a positive attitude even when faced with challenges.
2.am open to feedback and constructive criticism. 3.72 0.45 Very High
3.show respect to co-teachers with different opinions. 3.67 0.47 Very High
4.show respect to the mission of the Department of Education. 3.72 0.47 Very High
5.am proactive in addressing issues and finding solutions. 3.69 0.48 Very High
6.am flexible in their work approaches. 3.69 0.48 Very High
7.am professional when dealing with parents and colleagues. 3.71 0.46 Very High
8.contribute to a positive work environment. 3.69 0.46 Very High
9.am honest in work. 3.71 0.46 Very High
10.am responsible for their actions. 3.66 0.55 Very High
Overall 3.70 0.37 Very High
Legend: VI- Verbal Interpretation 3.50- 4.00 - Very High 2.50- 3.49 - High 1.50-2.49 - Moderate 1.00-1.49 - Low

Table 10 presents the level of teachers' attitude across behaviors among teachers within the Calauan District public
various indicators, reflecting a consistently positive and schools.
professional demeanor among teachers.
Teachers consistently maintain a positive attitude even
The mean scores for all indicators fall within the "Very amidst challenging circumstances (Mean = 3.73, SD = 0.45),
High" verbal interpretation category, indicating strong demonstrating resilience and dedication to their profession.
positive attitudes and behaviors among teachers. Their receptiveness to feedback and constructive
criticism (Mean = 3.72, SD = 0.45) reflects a commitment to
Specifically, teachers maintain a positive attitude even continuous improvement and professional growth.
in challenging situations (Mean = 3.73, SD = 0.45), are
receptive to feedback and constructive criticism (Mean = Moreover, their respect towards colleagues with
3.72, SD = 0.45), demonstrate respect towards colleagues differing opinions (Mean = 3.67, SD = 0.47) fosters a
with differing opinions (Mean = 3.67, SD = 0.47), and show collaborative and inclusive work environment, enhancing
commitment to the mission of the Department of Education teamwork and collective effectiveness.
(Mean = 3.72, SD = 0.47).
Teachers' commitment to the mission of the
Additionally, teachers exhibit proactive problem- Department of Education (Mean = 3.72, SD = 0.47)
solving approaches (Mean = 3.69, SD = 0.48), flexibility in underscores their alignment with organizational goals and
their work methods (Mean = 3.69, SD = 0.48), values, contributing to the overall success of educational
professionalism in interactions with parents and colleagues initiatives.
(Mean = 3.71, SD = 0.46), contribution to a positive work
environment (Mean = 3.69, SD = 0.46), honesty in their Additionally, their proactive problem-solving
work (Mean = 3.71, SD = 0.46), and a sense of approaches, flexibility in work methods, professionalism in
responsibility for their actions (Mean = 3.66, SD = 0.55). interactions, contribution to a positive work environment,
honesty, and sense of responsibility collectively highlight
The overall mean score for teachers' attitude was 3.70 their exemplary conduct and dedication to their roles.
with a low standard deviation of 0.37, indicating a strong
consensus and alignment towards positive attitudes and With an overall mean score for teachers' attitude of
professional conduct among the surveyed teachers. 3.70 and a low standard deviation of 0.37, it indicates a
strong consensus and alignment towards positive attitudes
The mean scores for all indicators falling within the and professional conduct among the surveyed teachers,
"Very High" verbal interpretation category signify a which is essential for fostering a conducive learning
prevailing culture of strong positive attitudes and exemplary environment and promoting student success.

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

These findings align with the existing body of research Whang's (2021) research emphasizes the significance
on good teacher attitudes and practices. Dinsdale's (2017) of school leadership in cultivating a favorable work
study emphasizes the significance of fostering a constructive atmosphere and advancing ethical principles among
and courteous educational setting that encourages robust educators.
teacher-student connections and collaborative
professionalism.

Table 11 Level of Teachers’ Performance

Indicators Mean SD VI
In general, I…
3.60 0.51 Very High
1.consistently meet the performance indicators.
2.produce high-quality lesson plans. 3.49 0.53 High
3.manage time effectively to complete tasks on schedule. 3.59 0.51 Very High
4.take initiative in leading school projects. 3.52 0.53 Very High
5.am reliable when left with school assignments. 3.64 0.48 Very High
6.communicate effectively with colleagues and superiors. 3.63 0.48 Very High
7.continuously seek opportunities for improvement. 3.63 0.49 Very High
8.contribute to the success of school programs. 3.69 0.47 Very High
9.handle pressure and stress in a constructive manner. 3.64 0.48 Very High
10.actively apply learnings from seminars in the classroom. 3.69 0.47 Very High
Overall 3.61 0.39 Very High
Legend: VI- Verbal Interpretation 3.50- 4.00 - Very High 2.50- 3.49 - High 1.50-2.49 - Moderate 1.00-1.49 - Low

Table 11 presents the level of teachers' performance Teachers demonstrate remarkable consistency in
across various indicators, reflecting a high standard of meeting performance indicators (Mean = 3.60, SD = 0.51),
performance and professionalism among teachers. The ensuring that they consistently meet or exceed expectations
mean scores for all indicators fall within the "Very High" in their roles. Their ability to produce high-quality lesson
verbal interpretation category, indicating consistently strong plans (Mean = 3.49, SD = 0.53) and efficiently manage time
performance across different aspects of teaching and to meet deadlines (Mean = 3.59, SD = 0.51) reflects their
professional responsibilities. dedication to delivering effective instruction and
maintaining organizational efficiency.
Specifically, teachers demonstrate consistency in
meeting performance indicators (Mean = 3.60, SD = 0.51), Moreover, teachers exhibit proactive leadership by
effectively produce high-quality lesson plans (Mean = 3.49, taking initiative in leading school projects (Mean = 3.52, SD
SD = 0.53), manage time efficiently to meet deadlines = 0.53), contributing to the overall development and success
(Mean = 3.59, SD = 0.51), and take initiative in leading of the school community.
school projects (Mean = 3.52, SD = 0.53).
Additionally, their reliability in handling school
Additionally, teachers are perceived as reliable in assignments, effective communication with colleagues and
handling school assignments (Mean = 3.64, SD = 0.48), superiors, continuous pursuit of improvement opportunities,
communicate effectively with colleagues and superiors constructive handling of pressure and stress, and active
(Mean = 3.63, SD = 0.48), continuously seek opportunities application of learnings from seminars in the classroom
for improvement (Mean = 3.63, SD = 0.49), contribute to collectively demonstrate their commitment to professional
the success of school programs (Mean = 3.69, SD = 0.47), growth and the advancement of educational outcomes.
handle pressure and stress constructively (Mean = 3.64, SD
= 0.48), and actively apply learnings from seminars in the With an overall mean score for teachers' performance
classroom (Mean = 3.69, SD = 0.47). of 3.61 and a low standard deviation of 0.39, it indicates a
strong consensus and a high level of performance among the
The overall mean score for teachers' performance was surveyed teachers, reflecting positively on the overall
3.61 with a low standard deviation of 0.39, indicating a quality of education provided within the district.
strong consensus and high level of performance among the
surveyed teachers. These findings align with literature on effective
teaching practices and professional development. Queens
The mean scores for all indicators falling within the University of Charlotte (2020) emphasizes the importance of
"Very High" verbal interpretation category underscore the instructional planning, time management, communication
consistently strong performance exhibited by teachers within skills, and continuous professional growth in enhancing
the Calauan District public schools across various aspects of teacher effectiveness and student achievement.
their teaching and professional responsibilities.

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

Similarly, studies by Hafeez (2021) highlight the impact of teacher performance and classroom practices on educational
outcomes.

Table 12 Significant Relationship Between the Level of School Head’s Transactional Leadership Style and the Teachers’
Motivation, Attitude, and Performance

Transactional Teacher's Motivation Teacher's Attitude Teacher's Performance

Contingent Rewards 0.432*** 0.348*** 0.458***

Active Management 0.355*** 0.345*** 0.417***
Passive Management 0.158* 0.197* 0.291***
Laissez-faire 0.477*** 0.47*** 0.475***
Legend: * p < .05, ** p < .01, *** p <.001

Table 12 reveals the significant relationships between effective contingent rewards and active management
the level of school head's transactional leadership style and strategies employed by school heads are strongly correlated
teachers' motivation, attitude, and performance. with higher levels of teacher motivation, positive attitude,
and improved performance.
For the contingent rewards aspect of transactional
leadership, there are significant positive correlations with This suggests that when school leaders actively engage
teachers' motivation (r = 0.432***), attitude (r = 0.348***), in recognizing and rewarding teachers for their efforts and
and performance (r = 0.458***), highlighting that when take proactive measures to manage and address issues, it
school heads use contingent rewards effectively, it positively positively influences teachers' overall engagement and
influences teachers' motivation, attitude, and performance. effectiveness. Conversely, passive management approaches
Similarly, active management within transactional within transactional leadership show weaker correlations
leadership shows significant positive correlations with with these aspects, indicating a limited impact compared to
teachers' motivation (r = 0.355***), attitude (r = 0.345***), more active leadership behaviors. Notably, laissez-faire
and performance (r = 0.417***), indicating that proactive leadership, characterized by providing autonomy and trust,
management behaviors by school heads contribute positively demonstrates significant strong positive correlations with
to teachers' motivation, attitude, and performance. teachers' motivation, attitude, and performance, emphasizing
Conversely, passive management within transactional the importance of fostering a supportive and empowering
leadership demonstrates weaker and less consistent environment for teachers to thrive. Overall, these findings
correlations with teachers' motivation (r = 0.158*), attitude underscore the critical role of leadership styles in shaping
(r = 0.197*), and performance (r = 0.291***), suggesting the culture and performance outcomes within educational
that passive management approaches have a limited impact institutions, emphasizing the need for proactive and
on these aspects compared to contingent rewards and active supportive leadership approaches to enhance teacher
management. Furthermore, laissez-faire leadership, motivation, attitude, and performance effectively.
characterized by a hands-off approach, shows significant
strong positive correlations with teachers' motivation (r = Overall, results highlight the importance of different
0.477***), attitude (r = 0.470***), and performance (r = dimensions of transactional leadership in shaping teachers'
0.475***), underscoring the influence of providing motivation, attitude, and performance within schools
autonomy and trust on enhancing teachers' motivation, (Hyseni-Duraku & Hoxha, 2021). Effective use of
attitude, and performance. contingent rewards and active management styles by school
heads can positively impact teacher outcomes (Haxhihyseni
The implications of the results reveal the significant et al., 2023), whereas passive management shows weaker
impact of different leadership styles, particularly within the associations. Additionally, laissez-faire leadership, when
framework of transactional and laissez-faire leadership, on applied appropriately, can foster high levels of motivation,
teachers' motivation, attitude, and performance within the positive attitudes, and strong performance among teachers
Calauan District public schools. The findings highlight that (Cherry, 2022).

Table 13 Significant Relationship Between the Level of School Head’s Transformational Leadership Style and the Teachers’
Motivation, Attitude, and Performance
Transformational Teacher's Motivation Teacher's Attitude Teacher's Performance
Idealized Influence 0.461*** 0.409*** 0.528***
Inspirational Motivation 0.538*** 0.529*** 0.545***
Intellectual Stimulation 0.569*** 0.516*** 0.583***
Individualized Consideration 0.465*** 0.411*** 0.515***
Legend: * p < .05, ** p < .01, *** p < .001

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

Table 13 displays the significant relationships between tailored support and a supportive work environment in
the level of school head's transformational leadership style fostering teacher engagement and growth.
and teachers' motivation, attitude, and performance.
These findings suggest that effective transformational
For the idealized influence dimension of leadership practices, encompassing idealized influence,
transformational leadership, there are significant positive inspirational motivation, intellectual stimulation, and
correlations with teachers' motivation (r = 0.461***), individualized consideration, play a pivotal role in
attitude (r = 0.409***), and performance (r = 0.528***), enhancing teachers' motivation, attitude, and performance
highlighting the impact of role modeling and setting a within the Calauan District public schools. By embodying
compelling vision by school heads on enhancing teachers' these leadership dimensions, school heads can create an
motivation, attitude, and performance. environment that fosters teacher engagement, growth, and
effectiveness, ultimately contributing to improved student
Inspirational motivation within transformational outcomes and the overall success of the educational
leadership shows significant strong positive correlations institution. Thus, investing in the development and
with teachers' motivation (r = 0.538***), attitude (r = cultivation of transformational leadership skills among
0.529***), and performance (r = 0.545***), indicating that school leaders is crucial for creating a conducive and
fostering enthusiasm, optimism, and articulating a empowering work environment that maximizes the potential
compelling vision contributes significantly to enhancing of teachers and fosters continuous improvement within the
teachers' motivation, attitude, and performance. educational system.

Intellectual stimulation within transformational Overall, the results underscore the significant and
leadership demonstrates significant strong positive positive relationships between various dimensions of
correlations with teachers' motivation (r = 0.569***), transformational leadership and teachers' motivation,
attitude (r = 0.516***), and performance (r = 0.583***), attitude, and performance within educational settings.
underscoring the importance of encouraging creativity, Effective implementation of idealized influence,
innovation, and critical thinking among teachers to enhance inspirational motivation, intellectual stimulation, and
their motivation, attitude, and performance. individualized consideration by school heads can contribute
significantly to enhancing teachers' overall engagement,
Similarly, individualized consideration within positive attitudes, and professional effectiveness, ultimately
transformational leadership shows significant positive benefiting student outcomes and school success (Khalil &
correlations with teachers' motivation (r = 0.465***), Hussain, 2021; Kareem et al., 2023; Wilson-Heenan et al.,
attitude (r = 0.411***), and performance (r = 0.515***), 2023).
highlighting the impact of personalized support, recognition
of individual needs, and fostering a supportive environment In a school where transformational leadership is
on enhancing teachers' motivation, attitude, and evident, a principal demonstrating idealized influence might
performance. lead by example, showing commitment and ethical behavior
that inspires teachers. Inspirational motivation could be seen
The implications of these findings underscore the when the principal sets a compelling vision for school
significant role of various dimensions of transformational improvement, motivating teachers to strive for excellence.
leadership in shaping teachers' motivation, attitude, and Intellectual stimulation might occur during professional
performance within the educational context of the Calauan development sessions where the principal encourages
District public schools. Idealized influence, characterized by innovative teaching methods and critical thinking.
role modeling and setting a compelling vision, demonstrates Individualized consideration is evident when the principal
strong positive correlations with all three aspects, indicating provides personalized support and mentorship to teachers,
that school heads who lead by example and articulate a clear addressing their unique needs and fostering their
vision positively influence teachers' overall engagement and professional growth. These practices enhance teachers'
effectiveness. Moreover, inspirational motivation, motivation, positive attitudes, and performance, leading to
emphasizing enthusiasm, optimism, and vision articulation, better student outcomes and overall school success.
significantly contributes to enhancing teachers' motivation,
attitude, and performance, highlighting the importance of V. CONCLUSIONS
fostering a positive and inspiring work environment.
Similarly, intellectual stimulation, which encourages Based on the results of the study, the researcher arrived
creativity, innovation, and critical thinking, shows strong at the following conclusions.
positive correlations with these aspects, emphasizing the
importance of promoting a culture of continuous learning Considering the r- value computed at the 0.01* 0.05
and exploration to drive teacher engagement and level of significant, the researcher rejects the null hypothesis
effectiveness. Additionally, individualized consideration, stating that there is no significant relationship between the
which involves personalized support and recognition of level of school head’s transactional leadership style and the
individual needs, significantly impacts teachers' motivation, teachers’ motivation, attitude, and performance. These
attitude, and performance, emphasizing the importance of findings highlight the impact of specific transactional

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

leadership behaviors on teacher outcomes within the school performance feedback, and providing autonomy within
environment. established frameworks to encourage initiative and
innovation.
Similarly, after getting the r-value at the 0.01** and  Acknowledging the influential role of transformational
0.05* significant level , the researcher rejects the null leadership, administrators should implement strategies to
hypothesis stating that there is no significant relationship maximize its impact on teacher motivation, attitude, and
between the level of school head’s transformational performance. This could entail establishing structured
leadership style and the teachers’ motivation, attitude, and communication channels to reinforce inspirational
performance. The results highlight how transformational messages, creating opportunities for collaborative
leadership behaviors have a significant impact on improving decision-making and professional growth, and
overall school effectiveness and positive teacher outcomes. integrating transformational leadership principles into
organizational policies and practices to sustain positive
RECOMMENDATIONS teacher outcomes over time.

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG987

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