Transformational Leadership and Teachers’ Performance as Mediated By Teachers’ Commitment: Basis for an Action Plan

This study examined the relationship between transformational leadership, teachers’ organizational commitment, and teaching performance in selected schools in the Schools Division of Bohol using survey questionnaires and official IPCR ratings. Findings revealed that school heads are perceived as highly transformational (mean = 3.67, SD = 0.58), with Inspirational Motivation as the highest dimension (mean = 3.71, SD = 0.56), followed by Idealized Influence (mean = 3.70, SD = 0.58), Management by Exception (mean = 3.65, SD = 0.59), and Individualized Consideration (mean = 3.62, SD = 0.59). Teachers obtained a high level of organizational commitment (mean = 3.18, SD = 0.69), led by Affective Commitment (mean = 3.26, SD = 0.66), followed by Continuance Commitment (mean = 3.21, SD = 0.67) and General Commitment (mean = 3.05, SD = 0.73). Most teachers were rated Very Satisfactory (92.33%), with a few rated Outstanding (6.67%). Mediation analysis showed that organizational commitment does not significantly mediate the relationship between transformational leadership and teaching performance (p = 0.409), while transformational leadership has a significant direct effect (p = 0.012) and a significant total effect (p = 0.003). A weak but significant positive relationship was found between transformational leadership and teaching performance (r = 0.25, p = 0.006). The study recommends that school heads further strengthen recognition practices, feedback mechanisms, and supportive leadership behaviors through the implementation of an action plan that focused on strengthening transformational leadership to enhance teachers’ commitment and performance; teachers should sustain active engagement and collaboration to maintain commitment and performance; school administrators and the Schools Division Office should enhance leadership and instructional capacity-building programs; and future researchers should explore additional mediating variables and expand the study scope to other divisions to further strengthen and validate the findings.

Transformational Leadership, Teachers’ Performace

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