Transformational Leadership Behavior of Public Elementary School Teachers in the 5th Congressional District of Camarines Sur

Abstract

INTRODUCTION

Public elementary school teachers serve as conveyors of values and ideals to be looked up to by the pupils and the whole community. Teachers are essentially leaders in the schools, and the leaders' goal is to promote quality teaching-learning process. However, the educational system is facing challenges that demand for more teachers' dynamic leadership which could initiate reforms in many educational programs and objectives, particularly in the elementary level.

METHODS

The researcher used the descriptive-correlational method. The statistical tools used were Frequency distribution, percentage technique, weighted mean, five-point rating scale, chi-square test, and Wilcoxon-Mann-Whitney U Test.

RESULTS

Most teachers were at their prime age, females, and married. More than forty percent had master’s units, eligible, attended trainings, and have been in service for 6-10 years. Teachers build respect, mutual trust, enthusiastic about their tasks, command respect, and have a sense of mission to transmit to the learners, fellow teachers, and school heads. They challenged their pupils to think for themselves to answer their own questions, convey meaning through stories and symbols, and lastly recognize pupils' efforts and accomplishments. There is no significant difference exists between the appraisal of the school heads and teachers themselves on the transformational leadership behavior of the teachers along on idealized influence, inspirational motivation, intellectual stimulation, and on individual consideration or individualized attention since their computed z values were found to be lesser than critical value value at .05 level of significance. There is no significant relationship between the teachers' profile and their transformational leadership behavior in terms of age, gender, and civil status; while found to have significant relationship were on teachers' educational attainment, trainings, and length of service. The proposed transformational strategies for education leaders can be adopted that could transform the teachers on new exciting roles as they continue to deal with the ever-changing face of education.

DISCUSSIONS

Closer analysis of the data shows that the transformational leadership behavior along the four "Is" were often practiced by the teachers. It should also be noted that the teachers' ratings are comparatively higher than those of the school heads. Such discrepancies of the respondents' appraisal may serve as great challenge to continually enhance their leadership behavior to be able to possess the necessary drive to initiate and maintain transformational processes within the organization. In the end, their sense of self-worth, commitment, and involvement will be deeply fulfilled.