Transformational Leadership Behavior of School Heads and Teachers' Working Patterns of Public Elementary School

Abstract

The study determined the extent of transformational leadership of school heads and the extent of teachers’ working patterns of public elementary school. This study employed non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public elementary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the extent of transformational leadership of school heads was extensive while the extent of teachers’ working patterns of public elementary school was also very extensive. Moreover, the overall results disclosed that indicators for transformational leadership of school heads have a strong positive relationship to the teachers’ working patterns of public elementary school. Further, results from the regression analysis revealed the following have a strong influence of transformational leadership of school heads on teachers’ working patterns of public elementary school: Providing Intellectual Stimulation, Fostering Commitment to Group Goals, Providing Vision and Inspiration, and Providing Individual Support. It was recommended that both school heads and teachers play essential roles in transforming a school's culture and improving educational outcomes. Collaboration, communication, and a commitment to ongoing growth are key elements for success in this endeavor.