LEADERSHIP STYLES AMONG FEMALE MARANAO

ELEMENTARY SCHOOL HEADS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 26
Issue 4
Pages: 385-398
Document ID: 2024PEMJ2473
DOI: 10.5281/zenodo.13908979
Manuscript Accepted: 08-17-2024
 Psych Educ, 2024, 26(4): 385-398, Document ID:2024PEMJ2473, doi:10.5281/zenodo.13908979, ISSN 2822-4353
Research Article

Leadership Styles among Female Maranao Elementary School Heads

Diana M. Pandodum,* Joel Q. Galibo
For affiliations and correspondence, see the last page.
Abstract
This study was about the leadership styles of school administrators in terms of transformational, transactional, and
democratic styles. This study aimed to answer the relationship between the respondents’ leadership style and
demographic profile in terms of age, educational qualification, and length of service. It also answered which of the
demographic profiles best predict their leadership style. The respondents of this study were the female Maranao
elementary school heads in the Districts of Balo-i East and West, Matungao, Munai, Pantaoragat, Pantar,
Poonapiagapo, and Tagoloan under Lanao del Norte Division. A descriptive-correlational method was used. This
study employed adapted questionnaire and the statistical techniques were frequency, percentage, and weighted mean.
Chi-square and Regression were also used. The findings of the study showed that forty (40) were in the age bracket
of 41-50 years old. The majority of them had finished master’s degree and in more than fifteen (15) years as School
Head. It found out that there were fifty-eight (58) Transformational Leaders out of one hundred (100) respondents,
thirty-nine (39) democratic leaders and three (3) for transactional leadership. Results showed that transformational
leadership style correlated with the respondents’ length of service. This study highlighted the prevalence of
transformational leadership style among female Maranao school heads in Lanao del Norte Division. This study
recommended that training programs should focus on enhancing leadership skills to school administrators to empower,
inspire, and motivate their subordinates effectively. The action plan was made to support the school heads focusing
on leadership style.
Keywords: school heads, democratic, transactional, transformational, leadership styles

Introduction
The achievement of providing high-quality education depends on school leaders. They have abilities that could improve education in
the classrooms. Education-related decisions and policies are carried out at schools. The responsibility of school administration is to
ensure that educational services are delivered as efficiently as possible in line with educational goals that educational services are
delivered as efficiently as possible in line with educational goals is the responsibility of school administration. This is because, for an
organization to operate effectively, a leader must guide the group toward the goal.
Muslim women's leadership has received more attention in recent years, particularly in the academic community. Research says that
Muslim women in leadership indicated a growing trend of women assuming leadership positions worldwide. Also, it manifested the
substantial progress achieved by women in assuming and holding a leadership role (Almaki et al., 2019).
Leadership is crucial and very important in the management of an organization. To successfully adjust to organizational changes in the
modern, worldwide environment, leaders need to have new competencies. Leaders should develop their leadership qualities, including
their capacity for persuasion, leadership, and professional competence, according to Shahmandi et al. (2019).
During the American regime, public schools were opened to women which started the venue for the raising of their social status in the
community. But “it took many years of efforts from more gender-conscious women and gender-sensitive men who were in decision-
making positions or in influential organizations, to gradually peel off the barriers to fuller women’s emancipation (Tapales, undated:5).
While Filipino women have the same historical path, the degree of historical influences differ among tribes. Thus, they also differ in
certain role characteristics. For instance, “the women of Central or Eastern Visayas, further removed from the center of Spanish
colonization and forced by economic circumstances to leave home and seek living elsewhere, are generally more adventurous than the
Tagalog” (Lumanta, 2017).
Leaders should by human nature have to establish good rapport with their subordinates, peers, and superiors. However, it is true that
there are various things common to all people. Each one may differ from the other in traits and characters, in spirit and in mind, in
abilities and inclinations. Thus, it is important that human nature and other conditions relevant to leaders be given due importance in
the form of study or research. Leader traits consist of persistence, dependability, self-confidence, popularity, good speaking, and active
participation in the goings-on of the group. Possession of all these, does not necessarily make one a leader. A person may be a leader
in one group, but not in another. The selection of a leader depends on the personality of the individual and the nature and needs of the
group and can be a man or a woman (Hulya, 2020).
This study aimed to present a description of the Female Maranao School administrators’ leadership styles in order to find a clear view
on the prevalent leadership style in the selected Districts of Lanao del Norte Division. It should be interesting to find out how Female
Maranao School administrators are catching up in staking out and performing their role as leaders. Accordingly, Muslim women are
given importance in the Muslim culture. Both men and women are given equal rights in our society but definitely differ in performing

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Research Article

the task they are assigned to.

Given the relatively recent history and tradition surrounding the rise and ascent of Muslim women in the public sphere, the case of
modern Muslim women leaders offers itself as a field of investigation. It is a fertile area for investigation and potential discoveries that
are particular to Muslim women and culture. The land is tilled. Muslim women presently predominate in instructing in their particular
fields in Lanao del Norte's educational establishments. They can manage an organization in the same ways that men can.
Nowadays, the landscape of work is fast changing as many fields formerly labeled as “man’s world”, specifically the political arena
and leadership positions especially in education, women were making headway to embed it. Thus, the time has come when women are
given opportunities to hold complicated tasks as leaders in various organizations. Women after being considered as controlling, picky,
weak, dependent, and nurturing invaded the work reserved for men. Mendoza (2020) quoted that “women can do what men can” in
nation-building”. She cited that women are good at looking into details. They have a tough balancing skills and balancing motherhood
with their career in society. Lashway (2019) revealed that being a home manager does not adversely affect the performance and
achievement of women.
Presenting female Maranao academic leadership and its consequences for leadership style is the primary goal of this study. It is
imperative to learn more about the strategies for female Maranao leadership, which are getting steadily more inspiring. Additionally,
it is frequently seen in a variety of communities, particularly in academic leadership. It is crucial to do the current research because it
will highlight how adaptable and versatile Female Maranao have been from ancient times to the present. Numerous female Maranao
school administrators today have fought for their right to lead the community where they belong in order to leave a lasting legacy and
assist the local populace.
The researcher is a female Maranao public-school teacher for four years and have experienced unfair, biased, and unlikely treatment
from her superior due to the disadvantages of being a democratic leader. Whereas the researcher’s immediate superior was too open to
suggestions and the final verdict is coming from the majority leading to an unequal distribution of assignments in the school
organization. The researcher has witnessed that a democratic leader means having lesser power to control her fellow teachers. It brought
many disadvantages to the school management with having a female Maranao school head who employs democratic leadership due to
the fact that Maranao exercises ‘kapapagariya’ or too understanding and prioritizes others before yourself. The researcher often guesses
if most of the Maranao school heads are similar to the situation in their school organization whereas teachers had freedom. However,
teachers had been taking an advantage on their school head’s democratic leadership. It pushed the researcher to come through this
study.
This study, according to the researcher, made substantial contributions to improve both school administration and educational quality.
It had a beneficial impact to the current Maranao school heads and most especially to the aspiring school heads in the Philippines,
particularly in Lanao Del Norte Division.
Research Questions
This study aimed to provide a description of the leadership styles used by female Maranao school heads, notably at the elementary
level and in the selected Districts of Lanao del Norte Division. It specifically sought to answer the following questions:
1. What is the demographic profile of the female Maranao school heads in elementary in terms of:
1.1. age;
1.2. educational qualification; and
1.3. length of service?
2. What are the leadership styles of female Maranao school heads in terms of?
2.1. transformational style;
2.2. transactional style; and
2.3. democratic style?
3. Is there a significant relationship between the respondents’ demographic profile and leadership style?
4. Which of the demographic profile significantly predict the leadership style of the respondents?
5. What output can be drawn based on the findings of the study?
Methodology
Research Design
In this study, descriptive and correlational methods were used. This is descriptive since the study attempted to describe the respondents'
leadership styles and demographic profiles. It is also correlation since study attempted to ascertain the relationship between the
respondents' ages, educational qualification, lengths of service, and leadership styles.
Respondents
The study's respondents were chosen from the population of Maranao female administrators at the elementary level in the Division of

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Research Article

Lanao Del Norte. Specifically, Balo-i East and West, Matungao, Munai, Pantaoragat, Pantar, Poonapiagapo, and Tagoloan District.
The table below shows the lists of selected districts of Division of Lanao del Norte as well as the number of schools in each district,
and the actual respondents.
Table 1. Respondents of the Study
No. Selected Districts in the Number of Actual
Division of Lanao del Norte Schools in the District Respondents
1 Balo-i East 12 11
2 Balo-i West 14 14
3 Matungao 12 11
4 Munai 21 18
5 Pantaoragat 15 14
6 Pantar 15 11
7 Poonapiagapo 12 11
8 Tagoloan 12 10
Total 113 100

Instrument
The researcher utilized an adapted questionnaire from the Multifactor Leadership Questionnaire, Third Edition by Bernard M. Bass
and Bruce J. Avolio (2020). There is no need for validation since an adapted questionnaire was employed in this study. The adapted
questionnaire has four (4) parts which are the Demographic Profile of the Respondents as Part I; Questionnaire on Leadership style as
Part II; Questionnaire on Instructional Leadership as Part III; and lastly Questionnaire on the Involvement of Women in the Academe
as Part IV. However, only Part I and Part II were used by the researcher in order to suit the nature of this study, Part III and Part IV
from the origin of the questionnaire were discarded. The questionnaire utilized in this study was divided into two (2) parts. Part I was
about the demographic profile of the respondents. Part II was focused on leadership styles practices which are Transformational
Leadership Style, Transactional Leadership Style, and Democratic Leadership Style. The scoring range of the questionnaire for Part II
used four-point likert scaling where number four (4) is Always, three (3) is Sometimes, two (2) is Seldom, and one (1) is Not at all.
Procedure
In gathering the primary data of the study, the researcher asked permission from the OIC Dean of Graduate Studies of St. Peter’s
College, the OIC Dean signed the letter that made it official followed by a letter of permission from the Schools Division Superintendent
to conduct the study. The survey was conducted following approval from the office of the Schools Division Superintendent and
distributed questionnaires to the respondents. The researcher went to the district offices and informed the District Supervisors. Some
supervisors suggested that the researcher may conduct her study during the Districts’ ManCom.
Majority of the questionnaires were handed personally to respondents’ designated schools. It was a tough challenge, the researcher had
drove her car from school to school to deliver the questionnaires individually, but some roads were too narrow which made the
researcher go on foot. The researcher had her maternity leave then which made it possible to conduct this study during office hours on
weekdays. Retrieval of the questionnaires followed as soon as respondents had finished answering. However, some respondents
answered the questionnaires that took a while and made an agreement with the researcher to return in their school on the retrieval of
their answered questionnaires. It was then gathered after the respondents have had time to consider the questionnaire. The researcher
reassured the participants that the study's administration will not be hampered, and the information acquired were treated with the
utmost confidentially that they were used in instructional contexts. The retrieved questionnaires were tabulated, scored, and analyzed.
Data Analysis
The following statistical techniques were employed to answer the different problems presented.
For problem 1, Frequency and Percentage were used to determine the demographic profile of the respondents in terms of age,
educational qualification, and length of service.
For problem 2, Weighted Mean and Standard Deviation were used to determine the leadership styles of the female Maranao elementary
school heads in terms of transformational style, transactional style, and democratic style.
For problems 3, Chi-square Test was used to investigate the significant relationships in the leadership philosophies of the female
Maranao elementary school heads and their demographic profile.
For problem 4, Linear Regression was used to examine the variables that significantly predict the leadership style of the respondents.
Results and Discussion
This ssection presents the data gathered to answer the problems of the study. It also analyzes and interprets the data collected by the
researcher to solve the issues in the study. The presentation, interpretation, and analysis were supported by tables and arranged in the
same manner as the questions presented in the statement of the problem.
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Research Article

Problem 1: What is the demographic profile of the female Maranao school heads in terms of age, educational attainment, and
length of service?
Table 2. Age of the Respondents
Age Frequency Percentage (%)
21 – 30 5 5.0
31 – 40 38 38.0
41 – 50 40 40.0
51 and Above 17 17.0
Total 100 100.0

Table 2 presents the age of the respondents. The result showed that majority (40) of the female Maranao respondents came from the
age bracket of 41 – 50 years old. This coincided with the study of Macasasa (2018) where the majority of the Maranao women in the
academe belonged to this age bracket, the same as the respondents from Marawi City. This age group represented a significant portion
of female Maranao school heads. Research by Ong and Lim (2021) suggested that individuals in this demographic may bring extensive
experience and institutional knowledge to their roles, contributing to organizational stability and continuity. Moreover, they may
possess well-established professional networks and leadership skills honed over years of practice, enabling them to effectively manage
diverse stakeholders and drive strategic initiatives within schools and educational systems.
With 38 female Maranao school heads, the second-largest group of responders belonged to the age range of 31 to 40. This group most
likely consisted of a mix of professionals in their mid-career who had accumulated significant leadership experience in education.
According to Ramirez and Cruz's (2019) literature, people in this age range frequently possessed a healthy mix of vitality, maturity,
and experience, which enabled them to be great leaders who could handle challenging situations in the education sector. They could
also act as mentors and advisors to their younger colleagues, acting as role models for them.
The 17 respondents who were 51 years of age or older most likely represented seasoned leaders in the Maranao community's education
system. Research conducted by Santos and Reyes (2018) highlighted the significant roles that senior leaders had in fostering
intergenerational education and safeguarding cultural heritage in educational settings. By using their extensive knowledge to solve
systemic issues and advance sustainable development in education, these leaders may also play crucial roles in promoting diversity and
equity.
The presence of five female Maranao school heads between the ages of 21 and 30 may point to a tendency among younger Maranao
women of entering educational leadership posts early in their careers. According to a study by Aguilar et al. (2020), younger leaders
frequently brought new ideas, energy, and flexibility to their positions, which may encourage innovation and creativity in educational
settings. But they might also encounter difficulties because of their inexperience and lack of credibility, thus they might need assistance
and guidance from more seasoned colleagues (Fernandez & Hogan, 2018).
When taken as a whole, the distribution of female Maranao school heads throughout age groups illustrated a wide range of perspectives,
experiences, and abilities within the field of educational leadership. Understanding the distinct role and obstacles related to every age
group was crucial for creating focused interventions and support systems that would enable female leaders in the Maranao community.
Table 3. Educational Qualification of the Respondents
Educational Attainment Frequency Percentage (%)
Ph.D./Ed.D./DPA Degree 18 18.0
Ph.D./Ed.D./DPA (CAR) 0 0.0
Ph.D./Ed.D./DPA Units 1 1.0
MA/MS Degree 44 44.0
MA/MS (CAR) 2 2.0
MA/MS Units 3 3.0
AB/BS Degree 32 32.0
Total 100 100.0

The respondents' educational attainment is displayed in Table 3. Given the results, it was clear that professional development and
obtaining specialized knowledge were highly valued for positions in educational leadership, as evidenced by the noteworthy proportion
of female Maranao school heads who held master's degrees (44). This added to the pool of highly qualified leaders who were able to
meet the unique requirements of the Maranao educational system. According to a study by Chen et al. (2021), master's degrees gave
teachers specialized knowledge and leadership abilities. Additionally, the importance of educational leaders, such as school principals
with master's degrees, in fostering a positive school climate and encouraging teacher commitment was highlighted in a study by Abdul-
Rahim Abdul-Ghani et al. (2018) titled "The Impact of Principals’ Transformational Leadership Style on School Climate and Teachers’
Commitment." The study emphasized how advanced education helped school administrators developed the abilities they needed to
create a positive learning environment.
Consequently, 32 respondents—a mix of Bachelor of Science and Bachelor of Arts (AB)—among the female Maranao school heads
possessed bachelor's degrees. Even though this group's educational attainment made up the smallest percentage of the sample, it

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Research Article

nonetheless denoted a baseline level of education that made them eligible for leadership positions in the education industry. This group
probably had a great deal of pedagogical and subject-matter competence, which was important for school administrators. On the other
hand, pushing them to continue their studies could improve their efficacy as leaders.
However, among the female Maranao school heads, 18 respondents held doctoral degrees including Ph.D., Ed.D., or Doctor in Public
Administration (DPA). This represented a small but significant portion of the sample population indicating a high level of educational
attainment within this subgroup. According to a study by Abdullah et al. (2019), titled “Leadership Competencies and Styles of School
Principals: A review of Literature,” educational leadership, especially at the level of school principals or heads, required a high level
of expertise which was often acquired through advanced degrees such as Ph.D. or Ed.D. The study emphasized the importance of
educational leaders possessing specialized knowledge and skills to effectively manage schools and lead educational reforms.
The demographic profile of female Maranao school heads in terms of educational attainment reflected a diverse range of qualifications
from bachelor’s degree to doctoral degrees. Each level of educational attainment carried its own implications for leadership
effectiveness, professional development, and career advancement within the education sector. By recognizing the significance of
advanced education in shaping educational leadership capabilities, policymakers and stakeholders could support initiatives aimed at
enhancing the professional qualifications and leadership skills of female educators within the Maranao community.
Table 4. Length of Service of the Respondents
(Number of years as School Head)
Length of Service Frequency Percentage (%)
1 year and below 9 9.0
2 – 4 years 7 7.0
5 -9 years 30 30.0
10 – 15 years 23 23.0
15 years above 31 31.0
Total 100 100.0

Table 4 presents the length of service of the respondents. The result presented their length of service, it is essential to consider various
implications, such as career advancement, leadership experiences, and potential challenges faced by different tenure groups.
Table 4 showed that a sizable portion of the sample was made up of female Maranao school heads who had worked for at least 15 years
(31). This group probably consisted of seasoned teachers who had seen numerous adjustments to administrative procedures,
pedagogical strategies, and educational policies. Their long tenure pointed to a solid grasp of institutional dynamics and a close bond
with the community. These school heads had probably been in the position for more than 15 years, giving them a wealth of leadership
experience that helped them motivate their workers and handle difficult situations. Their lengthy tenure also suggested a thorough
knowledge of the community dynamics, culture, and history of the school, all of which could be used to promote stability and continuity.
Garcia and Miller (2018) claimed that long-serving leaders typically demonstrated greater organizational commitment and job
satisfaction, which enhanced the efficacy of the school as a whole.
Consequently, a group that was probably moving from the early to mid-career stages was represented by 30 female Maranao school
heads who had worked there for five to nine years. They brought enthusiasm, fresh perspectives, and foundational experience to their
leadership roles. School heads in this category might exhibit high levels of enthusiasm and a willingness to engage in professional
development. Studies by Cheng et al. (2021) indicated that leaders in this tenure range often exemplified fresh perspectives and
innovative solutions to organizational challenges. Additionally, with relatively recent experiences, they might be more adaptable to
changes in educational policies, technologies, and instructional practices.
This was then followed by the age group of 10 – 15 years with 23 respondents. Female Maranao school heads in this age group had a
substantial but slightly shorter tenure compared to the first group. Even so, they still had a great deal of experience, and they probably
had a solid reputation as good leaders in their organizations. After ten to fifteen years of service, school heads could still be developing
professionally, honing their networks, and strengthening their leadership abilities. These responders struck a mix between institutional
knowledge and openness to new ideas, which makes them potentially essential in fostering innovation and change. Leaders with a
moderate tenure were more likely to use transformational leadership techniques, which had been linked to better student outcomes,
according to Leithwood et al. (2018).
Additionally, nine respondents, or female Maranao school heads with less than a year of experience, constituted the newest cohort of
leaders in the sample. Despite their inexperience, they provided new insights, a strong desire to contribute, and an optimistic outlook.
This group's leaders would probably encounter many difficulties as they become accustomed to their responsibilities, the school
community, and administrative procedures. According to research by Crow et al. (2020), peer networks and collaborative learning
environments helped aspiring leaders get over their early obstacles and gain confidence. Moreover, giving them organized mentorship
and chances for professional growth might hasten their education and assimilation into the leadership group.
Lastly, the age group of 2 – 4 years of service were likely in the early stages of their leadership journey with 7 female Maranao school
heads. They might face challenges in navigating their roles, but they also manifested energy, ambition, and willingness to learn. Day

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and Leithwood (2019) found that supportive organizational cultures that encouraged risk-taking, cooperation, and continuous
improvement were very beneficial to early-career school heads. They might experience a steep learning curve as they adapted to the
demands of leadership including administrative responsibilities and stakeholder management. Research by Gronn (2018) emphasized
the importance of mentorship and professional learning opportunities in supporting novice school heads and accelerating their
development.
Problem 2: What are the leadership styles of female Maranao school heads?
Transformational leadership is a style characterized by a leader’s ability to inspire and motivate followers to achieve extraordinary
outcomes. This style is particularly significant in educational settings where leaders played a crucial role in shaping the school’s culture
and influencing teachers’ and students’ performance.
Table 5. Transformational Leadership Style
Indicators Mean + SD Description
1. Talk about others’ most important values and issues. 3.45 + 0.66 Always
2. Specify the importance of having a strong sense of purpose. 3.52 + 0.69 Always
3. Consider the moral and ethical consequences of decisions. 3.61 + 0.58 Always
4. Emphasize the importance of having a collective sense of mission. 3.47 + 0.70 Always
5. Instill pride to others for being associated with me. 2.92 + 0.96 Sometimes
6. Go beyond self-interest for the good of the others. 3.17 + 0.94 Sometimes
7. Act in ways that build others’ respect. 3.65 + 0.58 Always
8. Display a sense of power and confidence. 3.33 + 0.77 Always
9. Talk optimistically about the future. 3.28 + 0.71 Always
10. Talk enthusiastically about what needs to be accomplished. 3.47 + 0.67 Always
11. Articulate a compelling vision of the future. 3.29 + 0.70 Always
12. Express confidence that goals will be achieved. 3.63 + 0.58 Always
13. Re-examine critical assumptions to question whether they are appropriate. 3.30 + 0.76 Always
14. Seek differing perspectives when solving problems. 3.34 + 0.79 Always
15. Get others to look at problems from many different angles. 3.15 + 0.82 Sometimes
16. Suggest new ways of looking at how to complete assignments. 3.40 + 0.73 Always
17. Spend time mentoring and coaching. 3.34 + 0.70 Sometimes
18. Closely monitor the teachers to ensure they are performing correctly. 3.50 + 0.67 Always
19. Consider others as having different needs, abilities, and aspirations from others. 3.62 + 0.66 Always
20. Help others to develop their strengths. 3.61 + 0.60 Always
Weighted Mean 3.40 + 0.45 Always
Legend: 3.25-4.00, Always; 2.50-3.24, Sometimes; 1.75-2.49, Seldom; 1.00-1.74, Not at All

Table 5 presents the leadership style of the respondents in terms of transformational style. The result showed that the highest mean
score of 3.65 which indicated “Acts in ways that build others’ respect” suggested that female Maranao school heads were perceived to
consistently act in ways that build respect among their subordinates. The relatively low standard deviation of 0.58 indicated a high
level of agreement among respondents regarding the consistent demonstration of respectful behavior of female Maranao school heads.
This finding was consistent with studies on transformational leadership in diverse cultural contexts which highlighted the importance
of leaders earning the respect and trust of their followers through their actions (Zhu et al., 2020).
Meanwhile, the mean score of 2.92 suggested that female Maranao school heads occasionally succeed in instilling pride in others for
being associated with them. However, the higher standard deviation of 0.96 indicated greater variability in respondents’ perceptions
compared to the previous item. This variability may be attributed to cultural factors, individual differences in leadership styles, or
variations in the leaders’ effectiveness in communicating their vision and values. This dimension of transformational leadership was
closely linked to the leader’s charisma and ability to inspire loyalty and commitment. According to Shamir et al. (2018), leaders who
effectively instilled pride in their followers often possessed strong emotional intelligence and were adept at recognizing and leveraging
individual and collective strengths.
The overall weighted mean of 3.40 indicated that female Maranao school heads were generally perceived to demonstrate
transformational leadership behaviors. This finding aligned with the interpretation of the highest item where they consistently acted in
ways that built respect among their subordinates. However, the lowest mean score (2.92) among the items suggested that there was
room for improvement in instilling pride in others for being associated with them.
Transactional leadership style is characterized by the exchange of rewards and punishments for followers’ compliance with the leader’s
directives. This section contains 19 items related to transactional leadership behavior.
Table 6 displays the leadership style of the respondents in terms of transactional style. The result showed that the item “Act in ways
that build others’ respect” got the highest mean of 3.53 from the respondents. This item reflected a strong tendency among female
Maranao school heads to actively engage in behaviors that garner respect from their followers. Such actions likely included
demonstrating integrity, competence, and fairness in their leadership approach. Moreoever, in the context of female leadership, research
suggested that women often prioritized relational aspects of leadership, seeking to build trust and respect through collaborative and
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inclusive practices (Eagly & Carli, 2020).

Table 6. Transactional Leadership Style
Indicators Mean + SD Description
1. Provide assistance for others in exchange for their efforts. 3.27 + 0.76 Always
2. Discuss in specific terms for who is responsible for achieving performance targets. 3.27 + 0.74 Always
3. Make himself/herself clear what can one expect to receive when performance goals are 3.49 + 0.54 Always
achieved.
4. Express satisfaction when he/she meets expectations. 3.42 + 0.64 Always
5. Focus his/ her attention on irregularities, mistakes, exceptions, and deviations from 2.66 + 1.06 Sometimes
standards.
6. Concentrate his/ her full attention on 2.71 + 1.06 Sometimes
dealing with mistakes, complaints, and failures.
7. Keep track of all mistakes of others. 2.23 + 1.09 Sometimes
8. Direct his/ her attention toward failures to meet standards. 2.64 + 0.96 Sometimes
9. Fail to interfere until problem becomes serious. 1.97 + 1.06 Seldom
10. Wait for things to go wrong before taking actions 1.69 + 0.95 Seldom
11. Show that she/ he is a firm believer in “if it’s not broken, don’t fix it”. 1.98 + 0.94 Seldom
12. Treat others as an individual, rather than just a member of the group. 2.94 + 1.09 Sometimes
13. Act in ways that builds others’ respect. 3.54 + 0.58 Always
14. Concentrate full attention on dealing with mistakes, complaints, and failures. 2.79 + 0.89 Sometimes
15. Consider the moral and ethical consequences of decisions. 3.21 + 0.73 Sometimes
16. Keep track of all mistakes of others. 2.20 + 1.05 Sometimes
17. Display a sense of power and confidence. 3.05 + 0.90 Sometimes
18. Articulate a compelling vision of the future. 2.94 + 0.85 Sometimes
19. Direct attention toward failures to meet standards. 3.08 + 0.71 Sometimes
Weighted Mean 2.79 + 0.53 Sometimes
Legend: 3.25-4.00, Always; 2.50-3.24, Sometimes; 1.75-2.49, Seldom; 1.00-1.74, Not at All

However, the lowest mean score among 19 items got 1.69 which stated, “Wait for things to go wrong before taking actions”. This
indicated that female Maranao school heads were less inclined to adopt a reactive approach to leadership. Instead waiting for problems
to escalate before intervening, these leaders were proactive in addressing issues as they arise. This behavior aligned with proactive
problem-solving, a key characteristic of effective leadership (Judge & Piccolo, 2019). By addressing issues before they escalated,
leaders could prevent disruptions and foster a positive organizational climate.
In totality, the overall weighted mean of 2.79 suggested that female Maranao school heads exhibited transactional leadership behaviors
occasionally, falling between “Always” and “Seldom”. This finding underscored the nuanced nature of leadership behavior which
indicated that these leaders employed transactional strategies selectively, depending on the situation. Such adaptability was consistent
with the contingency theory of leadership which posited that effective leadership entailed adjusting one’s style to fit the demands of
the situation (Fiedler, 2019).
Table 7. Democratic Leadership Style
Indicators Mean + SD Description
1. Let the employees participate in decision making. 3.67 + 0.60 Always
2. Approve all decisions, has a team to influence managers. 3.31 + 0.76 Always
3. Give employees the chance to be involved in the decision-making process. 3.69 + 0.51 Always
4. Employee feel valued, boost their morale, and forge healthy, trusting relationships. 3.54 + 0.58 Always
5. Trust employees with a lot of responsibility and real work. 3.48 + 0.64 Always
Weighted Mean 3.54 + 0.47 Always
Legend: 3.25-4.00, Always; 2.50-3.24, Sometimes; 1.75-2.49, Seldom; 1.00-1.74, Not at All

Democratic leadership is characterized by inclusivity, participatory decision-making, and empowerment. In educational institutions,
particularly in the context of female leadership among the Maranao school heads, understanding the nuances of democratic leadership
style is crucial for effective management and fostering a conducive environment for growth and development.
Table 7 displays the leadership style of the respondents in terms of democratic style. The result showed the highest mean score of 3.69
of the item “Giving employees the chance to be involved in decision-making process” indicated that female Maranao school heads
frequently involved their employees in the decision-making process. This aspect aligned with the core tenets of democratic leadership,
emphasizing participation and collective input. In the context of female leadership among Maranao school heads, this practice could
have profound implications. It may promote a culture of inclusivity, where diverse perspectives were valued, contributing to a
supportive and cohesive work environment. According to Northouse (2018), democratic leaders encouraged open communication and
sought input from their team members, fostering a sense of ownership and commitment to organizational goals. Research by Avolio
and Yammarino (2018) suggested that involving employees in decision-making could lead to higher job satisfaction, increased
productivity, and enhanced organizational citizenship behavior. Moreover, in a culturally sensitive setting like Maranao, where
community ties and consensus-building hold significance, involving employees in decision-making could enhance trust and
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collaboration (Ali, 2020).

Meanwhile, the lowest mean score among 5 items – “Approving all decisions without influencing managers”, suggested that female
Maranao school heads tended to approve all decisions without necessarily influencing managers. While democratic leadership
emphasized participatory decision-making, it also acknowledged the importance of autonomy and trust in team members. According
to Yuki (2019), democratic leaders empowered their subordinates to make decisions within their areas of expertise, fostering a sense
of responsibility and accountability. However, the relatively lower score in this aspect among the items could imply a need for further
examination. It may indicate challenges in balancing autonomy with guidance or providing adequate support to managers in the
decision-making process. In the context of Maranao culture, where hierarchical structures and respect for authority were prominent,
finding the right balance between autonomy and support was crucial for effective leadership (Bacolod, 2021).
The overall weighted mean of 3.54 signified a consistent adherence to democratic leadership principles among female Maranao school
heads. While there may be variations in specific aspects, the collective score reflected a strong commitment to fostering a participatory
and inclusive work environment. This aligned with the broader literature on democratic leadership, which underscored its effectiveness
in promoting employee engagement, satisfaction, and organizational performance (Den Hartog et al., 2019).
Table 8. Leadership Style of the Respondents
Leadership Style Frequency Percentage (%)
Transformational 58 58.0
Transactional 3 3.0
Democratic 39 39.0
Total 100 100.0

Table 8 presents the leadership style of the respondents. The result showed that the largest group of responders, with fifty-eight (58)
female Maranao school heads employed transformational leadership in their school organization. In their efforts to create change and
raise the organization's sense of success, transformational leaders primarily aim to inspire people of the organization. By winning their
trust, these leaders inspired their people to achieve the objectives of the company. According to Kouzes and Posner (2019),
transformational leaders empower their staff to overcome obstacles and overcome problems by giving them the freedom to solve
problems and become more effective.
The Maranao Deans' self-assessment of the components of transformational leadership behavior indicated that all of them were
regularly, if not always, practiced, according to a study by Sultan (2020). They idealized each of the following: intellectual stimulation,
motivating inspiration, customized consideration, and influence. For the teachers’ perspective on transformational leadership behavior
of Maranao Deans, they fairly often experienced all the elements of transformational leadership behavior as executed by the Deans.
On the contrary, transactional leadership style was employed by the three (3) respondents with the lowest frequency. This implied that
female Maranao elementary school head rarely possessed this type of leadership in their organization. Tosi's (2012) assertion that
transactional leadership was a necessary component of effective management and excellent organizational performance. It was likely
that in the zeal with which the transformational leadership concept had been contemplated, the role of transactional leadership at higher
organizational levels had been disregarded.
The transactional leadership was employed by school administrators with the reward and punishment as principles (Webster & Litchka,
2020). Thus, employees that performed excellently were rewarded while poor performance attracts punishment. This leadership style
clarified organizational objectives and how to accomplish and achieve it. This style entailed the exchange process as leaders either
reward or sanction subordinates.
However, among the female Maranao elementary school heads, the second largest group with thirty-nine (39) respondents were
exercising democratic leadership. Naturally, democratic leadership is often associated with heightened morale. Research findings by
Harris and Chapman (2018) demonstrated that many effective educational leaders utilized democratic leadership. Specifically, when
faced with challenging situations, effectual leaders “combined a moral purpose with a willingness to be collaborative and to promote
collaboration among colleagues, whether through teamwork, or extending the boundaries of participation in leadership and decision
making”. Predictably, democratic leadership had been linked directly with heightened morale. Democratic leadership is associated with
higher morale in most situations (Choi, 2020).
According to Dike et al. (2019), the democratic leadership style emphasized human values. Thus, participation in the decision-making,
rights, and respect of employees were emphasized. Democratic leadership posited that workers were dependable, accountable, willing
to challenge the workplace, self-driven, and engaged in collaborative efforts that enhanced job satisfaction and overall organizational
performance.
Problem 3: Is there a significant relationship between the respondents’ demographic profile and leadership style?
Table 9 displays the relationship between the respondents’ leadership style in terms of transformational style and demographic profile.
The result showed that the respondents’ leadership style in terms of transformational style had a significant association with their
demographic profile in terms of length of service. A 2020 study by Liu et al. focusing on Chinese healthcare leaders found a positive

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correlation between transformational leadership and tenure ([Liu et al., 2020)]. Leaders with longer experience exhibited stronger
transformational behaviors like inspiring vision and individualized consideration.
Table 9. Respondents’ Leadership Style in terms of Transformational and Demographic Profile
Variables Transformational Leadership Style Remarks Decision
X2 (df) p-value
Age 79.182ns (81) 0.536 Not Significant Failed to reject Ho
Educational attainment 55.418ns (54) 0.421 Not Significant Failed to reject Ho
Length of service 135.508* (108) 0.038 Significant Reject Ho
Note: 1 – based on Chi-square Test ** - P < 0.01 *** - P < 0.001 ns – P > 0.05 * - P < 0.05

While this study did not find a significant link between transformational leadership and age/education, some research suggested a
nuanced relationship. A 2018 meta-analysis by Wang et al., found a weak positive correlation between age and transformational
leadership, but it was not universally applicable ([Wang et al., 2018). Similarly, a 2021 study by Avolio et al. noted that educational
level might influence specific aspects of transformational leadership, but the overall effect remained debatable (Avolio et al., 2021).
Thus, the null hypothesis, which stated no significant relationship between the respondents’ leadership style in terms of transformational
style and the demographic profile in terms of age and educational attainment was not rejected, while length of services was rejected.
Table 10. Respondents’ Leadership Style in terms of Transactional and Demographic Profile
Variables Transactional Leadership Style Remarks Decision
X2 (df) p-value
Age 112.715* (87) 0.033 Significant Reject Ho
Educational attainment 60.715ns (58) 0.378 Not Significant Failed to reject Ho
Length of service 143.602* (116) 0.040 Significant Reject Ho
Note: 2 – based on Chi-square Test ** - P < 0.01 *** - P < 0.001 ns – P > 0.05 * - P < 0.05

Table 10 presents the relationship between the respondents’ leadership style in terms of transactional style and demographic profile.
The result showed that the respondents’ leadership style in terms of transactional style had a significant relationship with their
demographic profile in terms of age and length of service.
Some studies did not illustrate a significant correlation between age and leadership style, including transactional leadership (Jones &
Bekhet, 2018). However, others suggested that with experience (which often correlated with age), leaders may become more adept at
aspects at transactional leadership like providing rewards and punishments (Avolio et al., 2019). Similar to age, the link between the
length of service and leadership style was contested. Some research showed no significant effect (House et al., 2017). However,
extended experience could lead to a focus on established systems and procedures, potentially aligning a transactional approach (Wang
et al., 2020).
Thus, the null hypothesis, which stated no significant relationship between the respondents’ leadership style in terms of transactional
style and the demographic profile in terms of educational attainment was not rejected, while age and length of services, was rejected.
Table 11. Respondents’ Leadership Style in terms of Democratic and Demographic Profile
Variables Democratic Leadership Style Remarks Decision
X2 (df) p-value
Age 32.923ns (24) 0.106 Not Significant Failed to reject Ho
Educational attainment 8.062ns (16) 0.947 Not Significant Failed to reject Ho
Length of service 50.116* (32) 0.022 Significant Reject Ho
Note: 3 – based on Chi-square Test ** - P < 0.01 *** - P < 0.001 ns – P > 0.05 * - P < 0.05

Table 11 displays the relationship between the respondents’ leadership style in terms of democratic style and demographic profile. The
result showed that the respondents’ leadership style in terms of democratic style had a significant correlation with their demographic
profile in terms of length of service. A study by Lee et al. (2021), entitled “The Moderating Effect of Leader Tenure on the Relationship
Between Leadership Style and Employee Outcomes” found that leaders with longer tenures were more likely to adopt a democratic
leadership style. They theorized that experience allowed leaders to trust their team’s capabilities and delegate more, fostering a
democratic environment.
Thus, the null hypothesis, which stated no significant relationship between the respondents’ leadership style in terms of democratic
style and the demographic profile in terms of age and educational attainment were not rejected, while length of services, was rejected.
Problem 4: Which of the demographic profile significantly predict the leadership style of the respondents?
Table 12 presents the variables that best predict respondents’ leadership style in terms of transformational style. The result showed that
the respondents’ leadership style in terms of transformational style was not affected by the demographic profile. This implied that no
variables affected the respondents' leadership style in terms of transformational style. The non-significant impact of demographic
variables on leadership style suggested that factors beyond demographics played a more substantial role in shaping transformational
leadership behaviors. These findings underscored the importance of considering contextual and situational factors in leadership research

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and practice. Research by Bass and Riggio (2019) suggested that effective leadership extended beyond demographic attributes and
encompassed a broader spectrum of behavioral, cognitive, and emotional factors.
Table 12. Variables4 that best predict Respondents’ Leadership Style in terms
of Transformational Style
Indicator Unstandardized Coefficients Standardized Coefficients
B Std. Error Beta t Sig.
(Constant) 3.278 0.206 15.919 0.000
Age 0.123 0.070 0.223 1.770 0.080
Educational Attainment -0.079 0.064 -0.123 -1.233 0.221
Length of Service -0.011 0.045 -0.029 -0.233 0.816
R = 0.232 R2 =0.054 F = 1.816 Sig. = 0.149
Note: 4 – based on Linear Regression ** - P < 0.01 *** - P < 0.001 ns – P > 0.05 * - P < 0.05

The R2 value of 0.054 implied that 5.4% of the variance in leadership style in terms of transformational style could be explained by
their demographic profile. Hence, 96.6% of the respondents’ leadership style in terms of transformational style difference could be
attributed to other variables not included in the regression model.
The regression analysis was not significant, with an F-value of 1.816 with a corresponding p-value of 0.149. Therefore, the null
hypothesis stating that “there was no variable singly or in combination that best predicts respondents’ leadership style in terms of
transformational style” was not rejected.
Table 13 displays the variables that best predict respondents’ leadership style in terms of transactional style. The result showed that the
respondents’ leadership style in terms of transactional style was not affected by the demographic profile. This implied that no variables
affected the respondents' leadership style in terms of transactional style. This suggested that other factors beyond demographic
characteristics may be more influential in shaping transactional leadership behaviors. Recent research by Avolio and Bass (2018)
suggested that contextual factors, such as organizational culture and situational demands might override demographic influences on
leadership style.
Table 13. Variables5 that best predict Respondents’ Leadership Style in terms
of Transactional Style
Indicator Unstandardized Coefficients Standardized Coefficients
B Std. Error Beta t Sig.
(Constant) 2.816 0.247 11.405 0.000
Age 0.094 0.084 0.145 1.130 0.261
Educational Attainment -0.059 0.077 -0.077 -0.763 0.447
Length of Service -0.042 0.054 -0.099 -0.771 0.443
R = 0.133 R2 =0.018 F = 0.579 Sig. = 0.630
Note: 5 – based on Linear Regression ** - P < 0.01 *** - P < 0.001 ns – P > 0.05 * - P < 0.05

The R2 value of 0.018 implied that 1.8% of the variance in leadership style in terms of transactional style could be explained by their
demographic profile. Hence, 98.2% of the respondents’ leadership style in terms of transactional style difference could be attributed to
other variables not included in the regression model.
The regression analysis was not significant, with an F-value of 0.579 with a corresponding p-value of 0.630. Therefore, the null
hypothesis stating that “there was no variable singly or in combination that best predicts respondents’ leadership style in terms of
transactional style” was not rejected.
Table 14 exhibits the variables that best predict respondents’ leadership style in terms of democratic style. The result showed that the
respondents’ leadership style in terms of democratic style was affected by the demographic profile in terms of length of service. This
implied that only the length of service affected the respondents' leadership style in terms of democratic style.
This was in line with the research of Avolio et al (2019) which states that leaders with longer service might feel more secure delegating
tasks and involving others in decision-making due to their accumulated knowledge and experience.
Table 14. Variables6 that best predict Respondents’ Leadership Style in terms
of Democratic Style
Indicator Unstandardized Coefficients Standardized Coefficients
B Std. Error Beta t Sig.
(Constant) 3.531 0.215 16.427 0.000
Age -0.093 0.073 -0.161 -1.277 0.205
Educational Attainment -0.060 0.067 -0.089 -0.901 0.370
Length of Service 0.107 0.047 0.285 2.271 0.025
R = 0.245 R2 =0.060 F = 2.044 Sig. = 0.113
Note: 6 – based on Linear Regression ** - P < 0.01 *** - P < 0.001 ns – P > 0.05 * - P < 0.05

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The R2 value of 0.060 implied that 6.0% of the variance in leadership style in terms of democratic style could be explained by their
demographic profile. Hence, 94% of the respondents’ leadership style in terms of democratic style difference could be attributed to
other variables not included in the regression model.
The regression analysis was not significant, with an F-value of 2.044 with a corresponding p-value of 0.113. Therefore, the null
hypothesis stating that “there was no variable singly or in combination that best predicts respondents’ leadership style in terms of
democratic style” was rejected in terms of length of service.
Conclusions
Based on the results of the study, the following are prompted:
The study highlighted the prevalence of transformational leadership among female Maranao school heads in Lanao del Norte Division.
These leaders tended to use inspiration or empathy to engage followers. They were known to possess courage, confidence, and the
willingness to make sacrifices for the greater good.
Additionally, findings suggested that leadership styles were influenced by demographic factors, particularly length of service,
indicating the evolution of leadership approaches over time.
Understanding were leadership preferences and practices of female Maranao school heads was crucial for promoting effective
leadership development and organizational effectiveness within the educational landscape. By recognizing the predominant leadership
style and its correlations with demographic variables, stakeholders could tailor support and training programs to enhance leadership
competencies and address needs within the educational sector.
In light of the findings, as mentioned above and conclusions, the following recommendations are offered:
School Head should participate in leadership workshops or seminars to develop their own leadership skills and understand the
importance of democratic leadership in fostering inclusivity and collaboration.
Enhancing leadership abilities should be the main objective of training programs for school administrators. This will enable the heads
of the schools to effectively inspire and motivate their staff and people.
Teachers show support to their school heads for the improvement their leadership style.
Professional development opportunities can be offered to teachers to enhance their understanding of various leadership and how they
can contribute to a positive school culture.
The survey questionnaire shall have the same total number of indicators.
Further research could explore the effectiveness of different leadership styles in diverse educational contexts, considering cultural
factors and societal norms.
Fostering a culture of inclusive and participative leadership within educational institutions can contribute to creating nurturing
environments conducive to student learning and staff development.
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Affiliations and Corresponding Information
Diana M. Pandodum
Department of Education – Philippines
Joel Q. Galibo, PhD
St. Peter’s College – Philippines

Pandodum & Galibo 398/398