Transformational Leadership of School Heads, Teachers’ Practices, and School Performance

This study examined the level of school heads’ transformational leadership, teachers’ practices and school performance as measured by Office Performance Commitment Review Form across the three clusters in the Division of Bacolod City. A quantitative-descriptive research design was employed, involving 300 teachers. Data were collected using the School Head’s Transformational Leadership and Teachers’ Practices Questionnaire and OPCRF ratings. Findings indicated that school heads’ transformational leadership—role modelling and integrity, visionary and inspirational leadership, innovation and critical thinking, support and development, as well as empowerment and commitment building—were consistently rated high. In the same manner, teachers’ classroom practices—lesson planning and preparation, teaching strategies and methods, classroom management, assessment and feedback, alongside professionalism and student–teacher relationships—also obtained high ratings. School performance based on OPCRF was rated as outstanding. The results indicate that school leaders demonstrate a high level of transformational leadership skills. Similarly, teachers exhibited a strong level of professional performance. Moreover, the schools attained a high level of operational performance, suggesting effective implementation of educational and administrative practices. These findings suggest that school heads’ transformational leadership, teachers’ practices, and school performance were all rated favorably. Results serve as the basis for a proposed training design.

School Heads’ Transformational Leadership, Teachers’ Practices, OPCRF

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