TRANSFORMATIONAL LEADERSHIP STYLES OF PUBLIC ELEMENTARY SCHOOL PRINCIPALS IN RELATION TO SCHOOL SOCIAL ORGANIZATIONAL FACTORS IN REGION III, PHILIPPINES

Domingo C. Edano, Edna Marie D. Punzalan and Natty L. Tumutod
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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

International Journal of Humanities, Arts and Social Sciences, 2017, vol. 3, issue 3, 113-121

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.

Keywords: Transformational Leadership; School; Social OrganizationalFactors; Elementary School Principals; Region III (search for similar items in EconPapers)
Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:apa:ijhass:2017:p:113-121

DOI: 10.20469/ijhss.3.20003-3

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