Authors : Quennie S. Soriano; Agripina F. Banayo

Volume/Issue : Volume 9 - 2024, Issue 8 - August

Google Scholar : https://tinyurl.com/55fa7sf2

Scribd : https://tinyurl.com/392hrkau

DOI : https://doi.org/10.38124/ijisrt/IJISRT24AUG987

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study aimed to establish correlations using a correlational research design. It was guided by the Full Range Model which emphasizes the effectiveness of combining transformational and transactional leadership. A sample of 134 public elementary and secondary school teachers from 21 schools in Calauan Sub-Office, Laguna Province, was surveyed to examine these relationships. The instrument used was a researcher-made survey-questionnaire which underwent multiple validation stages. Based on the results, there was a very high level of transactional and transformational leadership styles among school heads, positively correlating with teachers' motivation, attitude, and performance. Specifically, transactional leadership behaviors such as contingent rewards and active management significantly influenced these factors, along with transformational leadership dimensions of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. These findings emphasize the critical role of leadership in fostering positive teacher outcomes. Recommendations include the investment in leadership development programs focusing on expanding beyond transactional approaches towards transformational leadership. Initiatives should sustain and deepen transformational practices, capitalize on teacher motivation and positive attitudes, and reinforce effective performance through targeted interventions and continuous professional development.

Keywords : Transformational Leadership; Transactional Leadership; Motivation; Performance.

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