Transformational Leadership And Decision-Making Practices On School Performance

Abstract

In recent years, there has been growing interest in understanding how school principals’ leadership styles impact student achievement. This study investigated the relationship between teachers’ adaptive performance in providing organizational support and the transformational leadership practices of school administrators (JAR, 2023). Employing a descriptive-correlational research design, the study aimed to identify relationships between variables and enable predictions based on current knowledge, while providing a comprehensive picture of the existing situation. The research adhered to all relevant provisions of Republic Act 10173, or the Data Privacy Act of 2012, to protect participants’ privacy while promoting the free flow of information for innovation and growth. Findings revealed that students’ performance was not significantly affected by the transformational leadership dimensions of Idealized Influence, Intellectual Stimulation, Inspirational Motivation, or Individualized Consideration. This indicates that school administrators must actively encourage and motivate teachers to enhance student outcomes in Department of Education standardized assessments. Furthermore, teachers should be afforded opportunities to experiment with and understand the diverse strategies and activities that a principal may implement, while principals must utilize innovative management and effective decision-making to evaluate and improve school performance. Overall, the study underscores that transformational leadership, combined with strategic decision-making, contributes to a supportive, motivated, and adaptable school environment, ultimately fostering teacher growth and organizational effectiveness. This research provides insights for administrators to strengthen leadership practices that positively influence both teaching and learning outcomes.