This review synthesizes studies from 2018 to 2024, evaluating Transformational Leadership Theory (TLT)

application in Philippine educational governance. Analysis centers on idealized influence, inspirational

how leadership practices address governance challenges and support reform. Integration of transformational

leadership into development programs is recommended. Continued longitudinal and mixed-methods research

will further clarify causal links and strengthen support for policy improvement.

Transformational leadership theory.

Strengthening school leadership is essential for improving education outcomes in the Philippines. Recent reforms

require school leaders to drive effective policy execution and cultivate positive institutional cultures. Thousands

of schools lack qualified principals, and many face teacher shortages. These deficits have contributed to

persistent gaps in student literacy and underperformance in global learning assessments (Quality Basic Education

diverse school systems.

Despite established theory, research gaps persist. Most Philippine studies focus on limited settings or lack critical

analysis of how leadership styles translate to sustained school performance, particularly in resource-constrained

and rapidly changing policy environments. Recent reviews call for context-sensitive studies connecting

leadership approaches to outcomes under current reforms (Wang et al., 2019; Kareem et al., 2023). International

literature from 2021 to 2025 affirms the need for practical validation of transformational leadership's effects on

governance and effectiveness in schools managing significant resource and policy pressures.

This review systematically analyzes Philippine educational leadership literature through the lens of

Transformational Leadership Theory. You will find an evaluation of how transformational practices influence

teacher engagement, school management, and academic results. The analysis identifies empirical gaps,

identifies four key dimensions: idealized influence, inspirational motivation, intellectual stimulation, and

individualized consideration.

Recent studies highlight transformational leadership’s role in Philippine school governance. Bayudan-Dacuycuy

et al. (2024) found transformational school heads foster higher teacher commitment and job satisfaction. This

leads to better student performance. Caluza (2022) reported transformational leaders build stronger collaboration

and engagement in curriculum reforms.

Diaz (2021) examined teacher innovation in Bacolod City. Transformational principals link to teacher creativity

and sustained program adoption (Diaz, 2021). Esogon and Gumban (2024) surveyed Bacolod public elementary

schools. Teachers perceive high levels of transformational leadership. They recommend focused training for

climate, innovation, and learning even under limited autonomy (Toprak et al., 2023). Studies in India (Kareem

et al., 2023) and Indonesia (Agustian et al., 2024) report transformational leaders boost teacher commitment

during curriculum reforms (Kareem et al., 2023; Agustian et al., 2024). Research on project teams (Fareed, Qin

& Aslam, 2023) emphasizes psychological empowerment as a mediator between transformational leadership

and project success (Fareed et al., 2023).

Sinclair (2025) emphasized increased motivation and academic achievement linked to transformational

leadership. Berkovich et al. (2023) reported improved organizational commitment and perceived school

effectiveness in remote learning. Bou Da (2025) conducted a scoping review in higher education.

Transformational leadership strengthens job satisfaction, employee performance, and innovation (Bou Da,

2025). Xin (2025), Menon (2021), and Frontiers in Education (2025) identified improved organizational

model ethical conduct (idealized influence). They stimulate teacher inquiry (intellectual stimulation). They

address individual needs (individualized consideration). These behaviors promote teacher buy-in, innovation,

and sustained program adoption. These are necessary for effective policy administration.

This study applies a systematic review methodology to investigate educational leadership and governance in the

Philippines, focusing on the application of Transformational Leadership Theory. The review covers empirical

and conceptual studies published from 2018 to 2024. Sources were identified using targeted searches on Google

Scholar, ERIC, and key Philippine academic journals such as the Philippine Journal of Educational

Administration and the Asian Journal of Educational Research. Studies were included if they met three criteria:

they examined a Philippine educational context, addressed school governance, administration, or policy

Philippine educational reform efforts.

The selection process for this review sought to ensure methodological rigor through several key steps. Studies

were scrutinized for potential sampling biases, including the risk of overrepresentation from particular contexts

or populations. Attention was given to geographic distribution, examining coverage across urban, rural, and

mixed educational environments. Educational levels were also evaluated, with studies spanning basic and higher

education settings. Research design quality was a central consideration, involving assessment of sampling

strategies, validity of instruments, and adherence to analytical standards.

Although the review encountered uneven representation from rural and under-resourced schools, integration of

findings from both public and private institutions supported a more balanced synthesis. Quality appraisal

centered on the credibility of publications, clarity in research methodology, and transparency in reporting the

teacher motivation, improved performance, and increased engagement in policy implementation (Sarong, 2023;

Uy et al., 2024; Kareem et al., 2023; Berkovich et al., 2023). In the Philippines, visionary school heads foster

participatory governance by articulating purpose and modeling ethical practices, facilitating school reforms and

effective policy execution (Bayudan-Dacuycuy et al., 2024; Caluza, 2022). Studies regularly find that practices

such as inspirational motivation, individualized support, and fostering collaboration are associated with

increased staff morale, professional growth, and innovation (Esogon & Gumban, 2024; Diaz, 2021; Sinclair,

2025).

International investigations corroborate these local findings and highlight additional mechanisms:

transformational leadership not only promotes teacher engagement and empowerment, but also creates

conditions for psychological safety and responsive change—improving organizational commitment and school

communication, and capacity building, which leads to measurable improvement in institutional performance and

sustained educational reform.

Evidence consistently indicates positive outcomes from transformational leadership, though variation appears

across urban and rural environments, school levels, and resource conditions. Urban schools with substantial

resources frequently report stronger policy compliance and higher rates of innovation. Rural and resource-

transformational leadership theory in Philippine education.

Implementation of transformational leadership is also influenced by structural barriers such as bureaucratic

procedures, hierarchical decision-making, and persistent cultural and gender norms. These factors tend to restrict

a more grounded understanding of leadership practices within Philippine schools.

This study establishes a conceptual framework articulating the relationship between transformational leadership

behaviors and key governance outcomes in Philippine education. The framework identifies four leadership

these leadership behaviors influence mediating variables such as organizational climate, distributed leadership,

and psychological empowerment, which in turn enhance teacher engagement, policy compliance, and innovation

within schools. Collectively, these processes foster stronger institutional governance and more effective policy

Bass, 1985; Burns, 1978).

Transformational leadership offers a human-centered model. It harmonizes institutional goals with aspirations.

5. Bou Da, B. (2025). Transformational leadership style in higher education: Scoping literature review.

6. Caluza, L. (2022). Partnership and collaboration in curriculum reform: The role of transformational

7. Day, C., et al. (2020). Effective school leadership and motivation: School culture and engagement.

13. Frontiers in Education. (2025). Transformational leadership and its impact on educational innovation in

28. Wang, H., Kareem, J., & Lee, S. (2019). Transformational leadership in different cultures: Influences on

29. Xin, C. (2025). Transformational leadership and teachers' organizational commitment to education.