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Transformational Leadership Styles Of Public Elementary School Principals In Relation To School Social Organizational Factors In Region Iii, Philippines

Author

Listed:
  • DOMINGO C. EDANO

    (Ramon Magsaysay Technological University, Iba, Philippines)

  • EDNA MARIE D. PUNZALAN

    (Ramon Magsaysay Technological University, Iba, Philippines)

  • NATTY L. TUMUTOD

    (Ramon Magsaysay Technological University, Iba, Philippines)

Abstract

The study aimed to determine the relationship between transformational leadership styles used by elementary school Principals in Region III and school social organizational factors. The descriptive research design was used with the survey questionnaire as the data gathering tool from two hundred fifty-nine (259) school Principals. Results indicate that 79.41% of the Principals belong to the age group 41-51 with a mean of 45.18 years old; 71.80% are female; 91.10% are married; 52.50%, belong to the Tagalog ethnic group; 30.50% are masteral graduates; 82.30% have 1-9 with a mean of 6.19 years of experience as Principal; 58.70% are Principal I; and 76.06% maintain a school staff size from 5-19 with a mean of 14.76. The transformational leadership styles- Inspirational Motivation (4.46), Individual Consideration (4.29), and Idealized Influence (4.37) were perceived to be Always used. The school social organizational factors - Teacher Certainty (4.38), Teacher Learning (4.36), Shared Goals (4.36), Teacher Collaboration (4.28), and Teacher Commitment (4.27) were perceived to always affect school effectiveness. There was a highly significant difference in perceptions on Inspirational Motivation, Intellectual Stimulation, and Individual Consideration (Sig. = 0.01) respectively when grouped according to highest educational attainment. The perceptions on Inspirational Motivation were significantly different (Sig. = 0.03) when grouped according to position. There was a significant difference in perceptions on: Teacher Collaboration (Sig. = 0.05) and Teacher Learning (Sig. = 0.02) when grouped according to age; Teacher Collaboration and Teacher Commitment respectively when grouped according to highest educational attainment (Sig. = 0.02). There was a highly significant difference in perceptions on Teacher Learning when grouped according to highest educational attainment (Sig. = 0.00). There was a highly significant (Sig. = 0.00) and highly positive correlation (r = 0.79) between perceptions on transformational leadership styles and school social organizational factors.

Suggested Citation

  • Domingo C. Edano & Edna Marie D. Punzalan & Natty L. Tumutod, 2017. "Transformational Leadership Styles Of Public Elementary School Principals In Relation To School Social Organizational Factors In Region Iii, Philippines," International Journal of Humanities, Arts and Social Sciences, Dr. Mohammad Hamad Al-khresheh, vol. 3(3), pages 113-121.
    • Handle: RePEc:apa:ijhass:2017:p:113-121
    DOI: 10.20469/ijhss.3.20003-3
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    References listed on IDEAS

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    2. Lee Alfred Bo Shing & Pu Jenny Xiaodie, 2017. "Exploring the relationship between leadership, organizational culture, trust, and effectiveness of knowledge sharing by forced learning," Journal of Administrative and Business Studies, Professor Dr. Usman Raja, vol. 3(2), pages 90-104.
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