Roles of Head Teachers in the Implementation of the Curriculum: A Study on Leadership Influence in Enhancing Instructional Practices of Teachers

Roles of Head Teachers in the Implementation of the Curriculum: A Study on Leadership Influence in Enhancing Instructional Practices of Teachers

Allan Andaya Imperial

Camarines Norte State College, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90500048 

Received: 24 April 2025; Accepted: 05 May 2025; Published: 29 May 2025

ABSTRACT

This study explores the roles of head teachers in implementing the curriculum and their influence on enhancing teachers’ instructional practices. It also investigates the challenges head teachers face in fulfilling their leadership responsibilities. Employing a mixed-methods research design, the study integrates qualitative and quantitative data to provide a comprehensive analysis. The findings reveal that, among the four dimensions of transformational leadership, head teachers demonstrate relatively low intellectual stimulation and inspirational motivation, as perceived by teacher respondents. Furthermore, head teachers report encountering significant challenges in executing their duties effectively. Based on these findings, the study recommends targeted professional development programs to strengthen transformational leadership capacities, particularly fostering critical thinking, creativity, and innovation in teaching practices. Training should also emphasize developing effective communication skills to articulate a clear and inspiring vision that motivates teachers toward shared educational goals. Additionally, the implementation of regular feedback systems and teacher recognition initiatives is encouraged to enhance staff motivation. The study underscores the need for head teachers to adopt more strategic and inspiring leadership approaches to optimize curriculum implementation and improve instructional quality.

keywords: curriculum, instructional practices, roles, head teachers, leadership influence, teachers

INTRODUCTION

Background Information

Republic Act 9155 also known as the Governance of Basic Education Act of 2001 provides the framework for the governance of basic education. It establishes authority, accountability, and responsibility at all governance levels, for achieving higher-level outcomes. Schools are the core of delivering quality basic education to all learners. Teachers need to be properly guided and motivated to seek new learning opportunities. This act provides the researcher a chance to look into the Aura of educational leaders at Alawihao National High School, in enhancing the instructional competencies of teachers.

The curriculum is a standards-based sequence of planned experiences where students practice and achieve proficiency in content and applied learning skills. Curriculum is the central guide for all educators as to what is essential for teaching and learning so that every student can access rigorous academic experiences.

The curriculum plays a crucial role in education for several reasons as a structured framework that outlines what students are expected to learn at each grade level. It ensures that educational experiences are systematic and coherent, guiding teachers in their instruction. It helps maintain consistency across different classrooms and schools. It establishes standards and benchmarks for student achievement, ensuring that all students have access to the same quality of education, regardless of their location.

The curriculum is designed to develop essential skills and competencies in students, including critical thinking, problem-solving, communication, and collaboration. It prepares students for future academic pursuits and the workforce. A good curriculum reflects the cultural and social context of the students it serves. It includes diverse perspectives and content, promoting inclusivity and helping students connect their learning to their experiences and backgrounds.

The curriculum provides a basis for assessment and evaluation. It outlines the learning objectives and outcomes against which student performance can be measured, helping educators identify areas for improvement and success. A dynamic curriculum allows educators to adapt to changes in society, technology, and the economy. It encourages innovation in teaching methods and materials, ensuring that education remains relevant and engaging. Furthermore, beyond academic knowledge, the curriculum can address social, emotional, and physical development. It can incorporate activities that promote well-being, citizenship, and ethical behavior.

According to John Dewey, “A curriculum is a means of facilitating experiences that foster learning through active engagement and reflection.  Hence, curriculum is essential for guiding educational practices, ensuring equity, and fostering the overall development of students. It serves as a roadmap for educators and learners, shaping the educational experience and outcomes.

In the 21st century, education has undergone significant transformation due to rapid technological advancements, shifts in global economies, and the increasing importance of skills such as critical thinking, collaboration, and digital literacy. These evolving demands require leaders to be agile, innovative, and forward-thinking in shaping curriculum outcomes. Educational leaders play a pivotal role in aligning the curriculum with these modern requirements, ensuring it is responsive to the diverse needs of learners while fostering skills that prepare them for an ever-changing world. By fostering a culture of continuous improvement, collaboration, and inclusion, leaders guide the curriculum to be more adaptive, relevant, and effective in meeting both academic standards and societal expectations. This proactive leadership ensures that education systems not only deliver knowledge but also equip students with the competencies necessary for lifelong success.

This study aims to explore how educational leaders at Alawihao National High School, influence the implementation of the curriculum by teachers and support the enhancement of instructional practices. Specifically, it will examine the various challenges that educational leaders encounter along with the execution of their duties and responsibilities to foster curriculum alignment and improve teaching methodologies in their departments.

Review Related Literature

In this part of the research, discussions of the definitions and concepts, theories, sources, classifications, and structures of the different instructional supervision definitions and educational leadership culled from various literature and studies are discussed and presented. Most definitions of educational leadership include factors indicating that educational leadership is important. It assists in broadening the knowledge and experience of teachers and learners. It also provides teachers with professional support for effective and efficient curriculum implementation for quality learning.

Foreign Literature

According to Hard (2011), an effective educational leader and manager can strengthen a school’s capacity to improve student learning by inspiring teachers, staff, and students. School administration that enhances this capacity through effective leadership and management approaches can positively impact students by empowering teachers. A school leader must have, or develop, the capability to collaborate with staff to prioritize curriculum, instruction, and advancements in student learning outcomes.

Educational leadership is indeed a multi-faceted role requiring vision, adaptability, and the ability to unite and empower others. It stresses that effective leaders must be reflective practitioners who continuously develop their skills to meet evolving challenges in education.

Based on Cezmi and Toprak (2014), describe leadership and management as the coordinated effort of guiding organizational activities toward a shared objective. In the constantly evolving educational environment, school leaders must employ diverse leadership and management strategies to steer their institutions toward a unified vision and shared goals. The leadership style adopted by a school administrator is multifaceted and significantly influences the development of the school’s culture (Smith, 2016). Leadership style encompasses the distinct behaviors leaders use to inspire a team of employees to achieve specific organizational objectives. In contrast, management style pertains to the philosophical approach and managerial ability to influence or guide a group in achieving those objectives (Vahedi and Asadi, 2013).

It underscores the interconnected roles of leadership and management in achieving organizational goals within the context of schools. Leadership is portrayed as a dynamic effort that motivates and aligns individuals toward a shared vision, while management focuses on the systematic strategies needed to achieve those goals. In an ever-changing educational landscape, school leaders are challenged to adapt their approaches, integrating various leadership and management styles to effectively guide their institutions. Leadership style is seen as a critical factor that shapes school culture by fostering motivation and collaboration among staff. It emphasizes the behaviors and interpersonal skills of leaders in inspiring their teams. On the other hand, management style is conceptualized as the underlying philosophy and strategic ability of administrators to influence teams and navigate them toward the organization’s objectives. Together, these styles form a foundation for school heads to create a cohesive, goal-oriented environment that responds to both immediate and long-term challenges in education.

Buckridge and Guest (2007), as cited by Shonubi (2012), suggest that effective school leaders are distinguished by their ability to perform leadership and management tasks that positively impact student achievement. These tasks include prioritizing fundamental subjects, fostering an orderly and supportive learning environment, establishing instructional strategies, coordinating instructional programs, supervising and supporting teachers, and maintaining a focus on educational development and innovation. Additionally, they emphasize a mission-driven approach, clearly communicating the school’s vision and prioritizing student support, assessment, and academic reporting, all of which contribute to achieving educational goals. Similarly, Valentine and Prater (2011) highlight that the role of school principals has grown increasingly complex due to evolving societal demands, political expectations, and changes in the structure and dynamics of schools as organizations.

Again, it highlights the multifaceted responsibilities of school leaders in fostering student success and adapting to the complexities of modern education. Effective school leadership is portrayed as a balance of strategic management and visionary guidance. Leaders are tasked with creating a structured and supportive learning environment, focusing on essential subjects, and implementing coordinated instructional strategies that directly enhance student achievement. Their role extends to supervising and supporting teachers, driving educational innovation, and sustaining a mission-oriented culture. This involves clearly articulating the school’s vision, prioritizing student welfare, and ensuring robust assessment and reporting practices to align with educational goals. The statement also acknowledges the increasing challenges faced by principals due to evolving societal and political landscapes and the changing nature of schools as dynamic organizations. It underscores the need for adaptability, strategic thinking, and the ability to navigate complex expectations, positioning school leaders as pivotal in shaping a progressive and results-driven educational environment

 Local Literature

According to Torres (2024), effective leadership is directly linked to enhanced student performance, and therefore, policymakers must prioritize initiatives that build principals’ skills, increase their autonomy, and strengthen their support systems. By doing so, they can maximize the impact of leadership on school improvement and student achievement.

One key area for intervention is principal training. School leaders must be equipped with the knowledge and skills necessary to manage both educational and administrative tasks effectively. This includes leadership in areas such as resource allocation, curriculum implementation, and teacher development. Targeted training programs that focus on financial management, decision-making, and fostering a positive school culture will enable principals to better support their staff and students, driving overall school improvement.

Transformative leadership is poised to play a pivotal role in shaping the future of education, as highlighted by Sarong (2023). This leadership style emphasizes inclusivity, adaptability, and forward-thinking strategies, which are critical in addressing the multifaceted challenges of modern education. In the Philippine context, adopting transformative leadership is seen as a strategic move to bridge educational disparities, improve overall quality, and better equip institutions for the evolving demands of the 21st century. This approach is particularly advantageous for diverse educational stakeholders, including public schools, higher education institutions, technical and vocational education and training (TVET) centers, private educational providers, policymakers, and community learning centers. By fostering a culture of innovation, collaboration, and equity, transformative leadership has the potential to elevate educational standards and create a system that is responsive to both local and global changes. Ultimately, it offers a roadmap for educational institutions to thrive in a dynamic global landscape while ensuring that no learner is left behind.

Theoretical Framework

Since this work has something to say about educational leadership, the researcher reviewed past and current educational theories, and upon thorough assessment considered one (1) theory that is closely related to this study which can guide him along the way of research to meet the desired research output.

The theory that guided this study is a transformational leadership style concentrating on the four leadership attributes such as idealized influence attributes, inspirational motivation, intellectual stimulation, and individualized consideration by Bass, Avolio, and Atwater (2004). Transformational leadership inspires positive changes in those led and invested in the success of every single member involved in the process. Transformational leaders are full of energy, passion, and drive. It’s not a surprise that these qualities can be the things that can make or break an organization.

Transformational leadership, introduced by Burns (1978) and expanded by Bass (1985), is central to educational leadership. It emphasizes the leader’s ability to inspire and motivate followers to exceed their self-interests for the good of the organization. In the context of education, transformational leaders encourage collaboration, innovation, and professional growth among teachers, which translates into improved instructional practices and student outcomes. School leaders adopting transformational leadership focus on building a shared vision, fostering trust, and empowering teachers to take ownership of their professional development.

Transformational leadership style is characteristic of leaders who focus on supervision and organizational goals achieved through a system of rewards and punishments; and maintenance of the organizational status quo.

Transformational leadership indeed plays a crucial role in today’s fast-paced, ever-evolving world by driving positive change and fostering innovation. This leadership style goes beyond traditional management, as it focuses on inspiring and empowering individuals to achieve their full potential while aligning their personal goals with the broader vision of the organization. Transformational leaders are adept at navigating complex challenges, motivating teams to embrace change, and cultivating a culture of creativity and collaboration. By promoting continuous growth and encouraging adaptability, transformational leadership helps organizations remain competitive and responsive to the demands of the 21st century. Moreover, this approach fosters a strong sense of trust, commitment, and shared responsibility, making it essential for organizations seeking sustainable success and long-term resilience.

People who have transformational leadership possess four attributes to varying degrees (Bass, Avolio, & Atwater, 1996). They are idealized and charismatic (highly liked role models), demonstrate inspirational motivation (optimistic about goal attainment), are intellectually stimulating (encourage critical thinking and problem-solving), and are considerate (show empathy and purpose).

Figure 1 presents the theoretical framework of the study.

Statement of the Problem

This study aims to explore how educational leaders at Alawihao National High School, influence the implementation of the curriculum and support the enhancement of instructional practices. Also, it examines the various challenges encountered by head teachers in the execution of their duties and responsibilities to foster curriculum alignment and improve instructional practices in school.

Specifically, it seeks to answer the following research questions:

1. What is the level of head teachers in the implementation of the curriculum at Alawihao National High School, in terms of

1. Intellectual stimulation
2. Idealized influence
3. Individualized consideration and
4. Inspirational motivation?

2. What challenges do head teachers encounter in the implementation of the curriculum, in terms of

1. Intellectual stimulation
2. Idealized influence
3. Individualized consideration and
4. Inspirational motivation?

3. What intervention should be proposed to address the issue in educational leadership?

METHODOLOGY

This part of the research presents the participants, data gathering procedure, data analysis, and research instruments.

The study used a mixed-methods approach. Quantitative data was gathered through a survey questionnaire administered to teachers at Alawihao National High School, and qualitative data was obtained from interviews with teachers and educational leaders.

Participants

The participants of this study were selected from Alawihao National High School, a public secondary school that served as the primary site for data gathering. The study involved a total of forty (40) public school teachers and eight (8) head teachers, all of whom were actively engaged in the school’s instructional and administrative functions. The teachers represented various grade levels and subject specializations, allowing for a broad range of perspectives regarding the instructional practices within the school. Their participation was instrumental in assessing how head teachers influence teaching practices, particularly in the context of curriculum implementation and leadership effectiveness.

The eight head teachers who responded to the survey questionnaires were educational leaders tasked with managing specific learning areas and facilitating curriculum execution. They were chosen due to their direct involvement in instructional supervision, mentoring, and decision-making processes within the school. Their insights were valuable in identifying not only the leadership styles they employed but also the challenges they encountered in fulfilling their roles. By involving both teachers and head teachers from the same school, the study ensured a comprehensive understanding of how leadership dynamics shape instructional outcomes and school performance from both leadership and classroom perspectives.

Ethical considerations will be carefully observed in selecting participants for the study to ensure the protection of their rights and welfare. Informed consent will be obtained from all participants, ensuring they are fully aware of the study’s purpose, procedures, and their voluntary participation. Confidentiality and anonymity will be strictly maintained to protect personal information and professional reputations. The selection process will be equitable, ensuring that no participant is coerced or unfairly excluded based on gender, race, or position. Any potential conflicts of interest will be addressed, and participants will be informed of their right to withdraw from the study at any time without consequences. Ethical approval will be sought from the relevant institutional review board to guarantee compliance with research ethics standards.

Data Gathering Procedure

The researcher gathered data about the influence of head teachers to enhance the implementation of the current curriculum. In this research, the researcher prepared a questionnaire to be answered by the teacher-respondents and conducted personal interviews to get information from the respondents deeply.  The current researcher personally asked the respondents to answer the questionnaire to explore how educational leaders at Alawihao National High School, influence the implementation of the curriculum and support the enhancement of instructional practices. Also, he examined the challenges encountered by educational leaders along with the execution of their duties and responsibilities to foster curriculum alignment and improve teaching methodologies in their respective schools.

In the data-gathering phase of the study, ethical considerations will be paramount to ensure the integrity of the research process and the protection of participants’ rights. Data will be collected through transparent and respectful methods, with participants fully informed about the nature of the data collection tools and procedures. Informed consent will be sought before any data is gathered, and participants will have the right to withdraw their data at any point. Confidentiality will be maintained throughout, with data anonymized to protect the participants’ and institutions’ identities. Additionally, care will be taken to store data securely, ensuring that access is restricted to authorized personnel only. The study will also ensure that the data collection does not disrupt the normal operations of the educational institutions or place an undue burden on the participants. Finally, the researcher will ask permission first from the concerned authorities before the data gathering.

Data Analysis

The data were collected, organized, tallied, tabulated, and analyzed based on the survey questionnaire. The weighted mean was used to assess the instructional leadership practices of educational leaders.

Research Instruments

In this study, the current researcher used two (2) sets of questionnaires to gather data from the target respondents and conducted personal interviews for the in-depth exploration of educational leaders’ influence on teachers in implementing the basic education curriculum. Set A questionnaire is for teacher-respondents to evaluate the leadership skills of head teachers in terms of intellectual stimulation, idealized influence, individualized consideration, and inspirational motivation while Set B questionnaire is for head teachers to determine challenges along with the execution of their duties and responsibilities. The five-point Likert rating scale will be utilized where the rating: Very High -5; High -4; Average -3; Low -2 and, Very Low-1 for Set A and Strongly Agree-5; Agree-4; Neutral-3; Disagree- 2; and Strongly Disagree-1 for Set B.

The quotient between the sum of all products and the number of responses and respective weights will be divided by the number of respondents who evaluated and rated educational leaders in terms of their intellectual stimulation, individualized considerations, idealized influence, and inspirational motivation leadership skills.  To validate the questionnaire the researchers will ask three (3) head teachers to answer it before the data-gathering process.

The validity and reliability of the research instrument are carefully addressed in this study. To ensure the instrument’s validity, it underwent a rigorous validation process of educational leaders from Alawihao National High School. They reviewed and evaluated the questionnaire’s content, ensuring that it accurately captures the intended constructs and measures what it is designed to measure. In terms of reliability, a pilot test will be conducted to assess the consistency and stability of the survey instrument. A sample of 20 respondents was selected and asked to complete the questionnaire. A statistician will analyze the responses obtained from this pilot test to determine the instrument’s reliability. The reliability of the instrument will be assessed using Cronbach’s Alpha, a commonly used measure of internal consistency. The obtained was calculated to be .961, indicating a high level of internal consistency among the items in the questionnaire. This indicates that the items in the instrument are highly correlated and consistently measure the intended constructs of educational leaders’ influence on teachers in enhancing teaching practices. Hence, the validation process and reliability testing procedures were undertaken to the robustness and credibility of the research instrument. The instrument’s validity ensures that it accurately measures the desired variables, while its reliability guarantees consistent and dependable results. These factors enhance the overall quality and trustworthiness of the data collected for the study.

Presentation, Analysis, And Interpretation of Data

This part of the research consists of the presentation, analysis, and interpretation of the level and extent of head teachers in the implementation of the curriculum at Alawihao National High School, in terms of Intellectual stimulation, Idealized influence, Individualized consideration, and Inspirational motivation. Also, the challenges of head teachers in the implementation of their roles in terms of intellectual stimulation, idealized influence, individualized considerations, and inspirational motivation are hereto presented and analyzed.

Table 1 Level of Implementation of the Curriculum Along Head Teachers’ Intellectual Stimulation

1. Very Low Implementation
2. Low Implementation
3. Average Implementation
4. High Implementation
5. Very High Implementation

The data presented in the table illustrates the perceptions of respondents regarding their workplace environment, particularly focusing on intellectual and collaborative practices. The highest mean score (WM = 4.73, Very High) indicates that the head teacher fosters a collaborative environment where intellectual discussions are highly valued. Respondents also reported a high level of participation in activities or discussions that challenge their thinking differently (WM = 4.45, High), suggesting active intellectual engagement. Similarly, innovation and creative thinking are actively promoted within their workplace or department, reflected by a weighted mean score of 4.45 (High). Additionally, respondents feel intellectually stimulated in their current roles, which positively contributes to their job performance and satisfaction (WM = 4.27, High). The General Weighted Mean (GWM) of 4.45 (High) highlights a consistently positive perception of intellectual and collaborative practices in the workplace.

According to Teacher A, “Our department head encourages us to have a Focus Group Discussion or FGD to brainstorm and think critically in accomplishing our organizational goals. She also encourages us to express our sentiments and ideas on a certain discussion as our open culture of idea-sharing”.

“She encourages us to attend training and Learning Action Cell for professional advancement and development. Also, teamwork and collaboration are highly observed in our department” said Teacher B.

Table 2 Level of Implementation of the Curriculum Along Head Teachers’ Idealized Influence

1. Very Low Implementation
2. Low Implementation
3. Average Implementation
4. High Implementation
5. Very High Implementation

The table reflects respondents’ perceptions of their head teacher’s leadership qualities, with a focus on ethical behavior, prioritization of team well-being, and motivational practices. The head teacher’s consistency in actions and words, establishing trustworthiness, received a mean score of 4.18, rated as “High Implementation.” Respondents agreed that their leader prioritizes the team’s well-being over personal interests (WM = 4.45, High Implementation). The head teacher’s ability to instill pride and motivate the organization to achieve excellence scored the highest (WM = 4.73, Very High Implementation). Furthermore, the leader’s ethical behavior, in alignment with Republic Act 6713 (Code of Conduct and Ethical Standards for Public Officials and Employees), was highly appreciated, as evidenced by a mean score of 4.55 (Very High Implementation). The General Weighted Mean (GWM) of 4.48 (“High Implementation”) highlights the respondents’ overall positive perception of the head teacher’s ethical leadership and motivational practices.

Teacher A said, “Her leadership style is leading by example. She prepared and submitted school reports on time so her subordinates follow her and make her as model. Her attitudes toward colleagues are aligned with the ethical standards of public employees.”

Teacher B said that, “our head teacher leads us to perform tasks under pressure and she keeps on telling us, we can do this, even in tough times. She is optimistic in all things, she always considers the personal needs and welfare of teachers under her leadership.”

Table 3 Level of Implementation of the Curriculum Along Head Teachers Individualized Considerations

1. Very Low Implementation
2. Low Implementation
3. Average Implementation
4. High Implementation
5. Very High Implementation

The table highlights the respondents’ perceptions of their head teachers’ individualized considerations and leadership skills. The general weighted mean of 4.53, interpreted as “Very High Implementation,” reflects a consistently strong agreement among respondents regarding the head teachers’ ability to demonstrate individualized consideration. Specifically, item 9, “We believe our head teacher is genuinely interested in our success and well-being,” received the highest rating of 4.82, suggesting that respondents overwhelmingly perceive their head teachers as deeply invested in their personal and professional success.

Several other items also received “Very High Implementation” ratings, including the head teachers’ recognition of unique strengths and encouragement to use them effectively (WM = 4.64), personalized feedback to foster growth (WM = 4.64), listening to concerns with empathy (WM = 4.73), and understanding personal needs and professional aspirations (WM = 4.55). These results underscore the effectiveness of the head teachers in fostering a supportive and nurturing environment tailored to individual needs.

Items that received a “High” rating, such as providing tailored coaching and mentoring (WM = 4.27), supporting individuals in overcoming challenges (WM = 4.45), creating opportunities aligned with career goals (M = 4.36), and adapting approaches to meet learning needs (WM = 4.36), indicate room for further enhancement in these areas. Nevertheless, the ratings reflect positively on the overall performance of head teachers in addressing individualized considerations.

“She is considerate and understanding. She provides us coaching to improve ourselves. During challenges in our works she is always willing and ready to help us by giving us recommendation and sort of advices” said Teacher A.

Teacher B said that, “one time I have a hurt feeling in our principal, since I know her well. I told to her the situation; she comforts me by listening to my concerns and showing empathy to my feelings.”

The findings suggest that head teachers are generally effective in employing leadership practices that prioritize the unique needs, strengths, and aspirations of their team members, fostering both personal and professional growth. This aligns with transformational leadership principles, emphasizing individualized consideration as a key factor in enhancing teacher satisfaction and performance.

Table 4 Level of Implementation of the Curriculum Along Head Teachers’ Inspirational Motivation

1.  Very Low Implementation
2. Low Implementation
3. Average Implementation
4. High Implementation
5. Very High Implementation

The table reveals respondents’ perceptions of their head teachers’ inspirational motivational leadership skills. With a general weighted mean of 4.45, interpreted as “High Implementation,” the results indicate that the head teachers are perceived as effective in inspiring and motivating their teams. Among the items, the highest-rated statement is “Our head teacher effectively communicates the importance of our team’s work in achieving organizational goals” (WM = 4.64, Very High Implementation), reflecting the head teachers’ ability to emphasize the significance of collective efforts in organizational success. Similarly, statements highlighting the head teachers’ passion and enthusiasm (WM = 4.55, Very High Implementation) and their guidance in helping members understand their essential contributions (WM = 4.55, Very High Implementation) also received strong ratings.

The majority of the items received “High” ratings, including the head teachers’ ability to inspire with a compelling vision (WM = 4.36), communicate high expectations (WM = 4.45), and energize team members by sharing their vision and goals (WM = 4.45). Respondents also acknowledged feeling motivated to go beyond their usual efforts due to their head teachers’ encouragement (WM = 4.45) and inspired by their confidence in the team’s capabilities (WM = 4.45). The lowest-rated item, “Our head teacher regularly communicates a positive outlook for the future that keeps us motivated” (WM = 4.18, High Implementation), suggests an area for improvement in consistent communication of optimism.

“She encourages us by showing us a positive attitude toward work. She constantly communicates with us the importance of teamwork in achieving organizational goals,” said Teacher A.

Teacher B said, her commitment to cater quality education to learners gives us extra power to do our tasks properly even in difficult times.

Overall, the findings indicate that the head teachers effectively utilize inspirational motivation to foster a motivated and purpose-driven team, aligning with transformational leadership principles. Their ability to communicate a clear vision, express confidence in their teams, and instill a sense of purpose has a significant positive impact on organizational performance and morale.

Table 5 Challenges Faced by Head Teachers in Terms of Intellectual Stimulation

 1 – Strongly Disagree

2 – Disagree

3 – Neutral

4 – Agree

5 – Strongly Agree

The table highlights the challenges faced by head teachers in fostering intellectual stimulation among their staff. The general weighted mean of 3.97, corresponding to an adjectival rating of “Agree,” indicates that head teachers perceive these challenges as significant but manageable. The highest-rated items include the difficulty of inspiring teachers to continuously reflect on and improve their instructional practices (WM = 4.67, Strongly Agree) and promoting a mindset of lifelong learning among educators, also rated 4.67 (Strongly Agree). These findings suggest that inspiring intrinsic motivation for professional growth is particularly challenging. Similarly, encouraging innovative teaching methods (WM = 4.33, Agree) and fostering a culture of critical thinking (WM = 4.33, Agree) also rank high, underscoring the barriers to cultivating creativity and problem-solving skills. Conversely, items related to teacher resistance to professional development activities (WM = 3.00, Neutral), adoption of new technologies (WM = 3.00, Neutral), and creating an environment conducive to experimentation (WM = 3.33, Neutral) were rated lower, indicating a more mixed perception of these challenges. These findings suggest a need for targeted strategies to address both motivational and systemic barriers to intellectual stimulation in educational settings.

HT 1 said that, “it is difficult to encourage them to do extra tasks such as innovation and research for their professional development maybe because of the files of tasks assigned to each of them. They are working properly but doing other task is not their priority.”

HT2 uttered that, “it is easy to encourage them to do innovation or research but they find difficult to follow. Maybe, because of time constraints or they do not have technical knowledge on how to do it.”

Table 6 Challenges Faced by Head Teachers in Terms of Idealized Influence

1 – Strongly Disagree

2 – Disagree

3 – Neutral

4 -Agree

5 – Strongly Agree

The table illustrates the challenges encountered by head teachers in embodying idealized influence within their leadership roles. The general trend suggests that while certain aspects are manageable, others pose significant difficulty. The highest-rated challenge is the difficulty of developing future leaders who will exemplify ethical and value-based leadership (WM = 4.67, Strongly Agree), highlighting a critical need for succession planning and leadership training. Similarly, the challenges of setting a consistent example of high ethical standards (M = 4.33, Agree) and managing the pressure to appear as a “perfect” leader (WM = 4.33, Agree) underscore the intense expectations placed on head teachers. Inspiring others to follow a shared vision or mission (WM = 4.00, Agree) and maintaining credibility within the school community (WM = 4.00, Agree) also emerged as prominent concerns. In contrast, maintaining personal integrity during ethical dilemmas (WM = 3.67, Agree), building trust among stakeholders (WM = 3.33, Neutral), and demonstrating moral leadership during crises (WM = 3.33, Neutral) were rated lower, suggesting a perception of moderate difficulty in these areas. These findings indicate that while head teachers strive to lead with integrity and vision, they face substantial challenges in navigating ethical expectations, trust-building, and fostering leadership continuity.

HTI uttered, “I do it but there are teachers who are unwilling to perform other tasks due to some personal reasons.”

HT2 said, “it is not difficult to encourage them to work with high ethical standards because they know the ethical standards for public employees, but there are times I have to remind them. Like for example in the submission of forms, there are teachers who fail to submit school forms on time. Maybe, the teacher has poor time management.”

Table 7 Challenges Faced by Head Teachers in Terms of Individualized Consideration

 1 – Strongly Disagree

2 – Disagree

3 – Neutral

4 -Agree

5 – Strongly Agree

The table highlights the challenges headteachers faced in demonstrating individualized consideration in their leadership roles. The general weighted mean of 3.63, corresponding to an adjectival rating of Agree, indicates that head teachers recognize the importance of personalized support but find it challenging to fully implement. The highest-rated challenges include providing individualized feedback to all staff members regularly (WM = 4.33, Agree) and addressing the diverse professional development needs of teachers (WM = 4.00, Agree). These findings suggest that while head teachers value tailored professional growth, time constraints, and resource limitations hinder consistent execution. Similarly, mentoring and coaching teachers (WM = 3.67, Agree) and creating a supportive emotional environment (M = 3.67, Agree) also emerged as significant areas of difficulty. In contrast, items such as balancing individualized attention with school-wide demands (WM = 3.33, Neutral), understanding and addressing personal and professional concerns (WM = 3.33, Neutral), and recognizing individual contributions in meaningful ways (WM = 3.33, Neutral) received lower ratings, indicating moderate challenges in these domains. These results highlight the complexity of fostering individualized support while balancing organizational objectives and resource constraints.

HTI said, “I do it religiously because I know to myself that understanding them is important. Having a harmonious relationship among teachers is vital in achieving the goals of the team.”

“Understanding others is part of our daily endeavors but sometimes doing it will last compromising duties and responsibilities. Because there are teachers who are abusive to the considerations of others, said HT2.

Table 8 Challenges Faced by Head Teachers in Terms of Inspirational Motivation

1 – Strongly Disagree

2 – Disagree

3 – Neutral

4 -Agree

5 – Strongly Agree

The table reveals the challenges of head teachers in fostering inspirational motivation, particularly in motivating and inspiring staff. The general weighted mean of 3.40, corresponding to an adjectival rating of Neutral, indicates that these challenges are present but not perceived as overwhelming. Maintaining high levels of motivation and morale during periods of change or uncertainty emerged as the most significant challenge (WM = 4.00, Agree), reflecting the difficulty of sustaining a positive work environment in dynamic contexts. Communicating high expectations in a way that inspires rather than pressures staff also posed a notable challenge (WM = 3.67, Agree).

Other aspects, such as articulating a clear and compelling vision (WM = 3.33, Neutral), motivating teachers to align with school goals (WM = 3.33, Neutral), and creating optimism for the future (WM = 3.33, Neutral), were rated lower, suggesting a moderate level of difficulty. Challenges related to fostering collective commitment (M = 3.33, Neutral), inspiring staff to embrace new challenges (WM = 3.33, Neutral), and providing ongoing encouragement (WM = 3.33, Neutral) reflect the complexities of maintaining sustained engagement and motivation. Lastly, ensuring staff feel valued and recognized (WM = 3.00, Neutral) was perceived as less pressing but still relevant. These findings underscore the importance of developing strategies to enhance staff motivation, recognition, and alignment with the school’s vision and goals.

HTI said, it is not a challenge to inspire them to improve professionally but it is up to them if they are going to perform or not. Leaders must create a sense of positivity in the workplace among teachers to hit the targets but, it is tiring to sustain it in an entire year.

“So far, I don’t have a problem in this dimension because all teachers are playing their roles as members of the department with common goals”. said HT2.

CONCLUSIONS                                                                                                   

The following conclusions were drawn based on the findings of the study.

1. The finding that head teachers are low performing in intellectual stimulation and inspirational motivation, as perceived by teacher-respondents, highlights a critical gap in their transformational leadership capacity. Intellectual stimulation—encouraging creativity, innovation, and critical thinking—is essential in fostering a school culture that supports professional growth and instructional improvement (Bass & Riggio, 2006; Leithwood & Jantzi, 2006). When leaders fail to promote intellectual engagement, teachers may become passive implementers rather than reflective practitioners, stifling pedagogical innovation. Similarly, low performance in inspirational motivation—which involves articulating a compelling vision and motivating others to pursue shared goals—can negatively impact teacher morale, reduce collective efficacy, and weaken commitment to school improvement efforts (Day et al., 2011; Bush & Glover, 2014). In developing contexts such as the Philippines, where educational leadership is often constrained by bureaucratic demands and top-down management styles, these transformational components are frequently underdeveloped (Naval & Batoon, 2020; Quilario & Estira, 2018). The literature consistently emphasizes that without intellectual stimulation and inspirational motivation, head teachers may struggle to build trust, mobilize teams, and foster a culture of continuous learning, all of which are vital for sustainable school success.
2. The finding that head teachers are encountering significant challenges in exercising inspirational motivation, a core dimension of transformational leadership, underscores a crucial leadership deficit that can hinder school development. Inspirational motivation involves articulating a clear, compelling vision, setting high expectations, and instilling enthusiasm and optimism among teachers and staff (Bass & Avolio, 1994). When school leaders struggle in this area, it can lead to a lack of shared purpose, decreased teacher morale, and diminished commitment to school goals (Leith wood & Jantzi, 2005; Day et al., 2011). In many educational settings, particularly in developing countries like the Philippines, leadership training often focuses more on managerial compliance than on visionary and motivational skills, leaving head teachers underprepared to inspire and mobilize their teams (Quilario & Estira, 2018; SEAMEO INNOTECH, 2021). Moreover, high administrative workloads, limited autonomy, and systemic constraints further reduce opportunities for leaders to focus on building relationships and communicating vision effectively (Bush & Glover, 2014). As supported by the literature, the absence of strong inspirational motivation in leadership may result in disengaged staff and an inability to drive meaningful change, making it imperative that leadership development programs emphasize emotional intelligence, visioning, and communication to strengthen this transformational skill.

RECOMMENDATIONS

The following recommendations were provided under the study’s conclusions:

1. Based on the finding that head teachers are low performing in intellectual stimulation and inspirational motivation leadership skills, it is recommended that head teachers undergo targeted professional development focused on enhancing these dimensions of transformational leadership. Specifically, they should receive training in fostering a culture of critical thinking and creativity among teachers, encouraging innovation in teaching practices, and creating an environment where teachers feel empowered to explore new ideas. Additionally, head teachers should develop stronger communication skills to effectively articulate a clear and compelling vision, inspiring teachers toward shared goals and fostering greater motivation. Implementing regular feedback mechanisms and recognition programs can further support the improvement of motivation within the teaching staff. By addressing these areas, head teachers can strengthen their leadership capabilities, thereby improving overall curriculum implementation and teacher engagement.
2. Based on the finding that head teachers are encountering significant challenges in inspirational motivation leadership skills, it is recommended that head teachers focus on developing stronger strategies to motivate and inspire their staff. One approach could be to provide training on emotional intelligence and motivational leadership techniques, helping head teachers better understand and respond to the needs and emotions of their teachers. Additionally, head teachers should work on articulating a more compelling vision for the school, setting clear, achievable goals, and demonstrating enthusiasm and commitment to these goals to inspire others. Creating a positive school culture through recognition and celebrating successes, both big and small, can also help maintain teacher morale and motivation. Furthermore, involving teachers in decision-making processes and fostering a sense of ownership and autonomy in their work can increase their commitment and drive. By addressing these aspects, head teachers can enhance their inspirational motivation skills, which will, in turn, improve staff engagement and overall school performance.

REFERENCES

1. Anderson, Stephen et.al (2004) “How Leadership Student Learning” Center for Applied Research and Educational Improvement: University of Minnesota
2. Caballes et. al (2023) “Educational Leadership During the COVID-19 Pandemic: A sequential Explanatory Study on Educational Leaders of Catbalogan Cty, Philippines” https://researchgate.net/publication/368510022
3. Cahapay, Michael B. (2021) “The Phenomenon of Leadership Practices of Philippines School Principals in Virulent COVID-19 Times” hipatiapuero.com
4. Culduz, Murat (2023) “The Impact of Educational Leadership in Improving the Learning Experiences” https://www.researchgate.net/publication377477798
5. DepEd Order No. 010, s. 2024 also known as Policy Guidelines on the Implementation of the Matatag Curriculum to provide context, directions, and articulate its features, design, and standards.
6. Republic Act 9155 Governance of Basic Education Act of 2001
7. Sarong, Jelyn S. (2023) “Exploring Transformational Leadership Approaches in Modern Educational Institutions” Randwick International of Education and Linguistics Science (RIELS) Journal 4 Volume 4 Page 873-881
8. Seleg, Sefi (2021) “Educational Leadership Approaches and Trends” http://www.sciencepublishinggroup.com./j/edu
9. Torres, Joseph L. (2024) “Strategic Leadership and Contextual Management:  Elevating Educational Outcomes in Philippine Schools” https://www.researchgate.net/publication/386381824