Authors : Marissa C. Toloy

Volume/Issue : Volume 9 - 2024, Issue 4 - April

Google Scholar : https://tinyurl.com/mrxcnxpz

Scribd : https://tinyurl.com/2v5kv55t

DOI : https://doi.org/10.38124/ijisrt/IJISRT24APR2440

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 narrated the lived experiences of school heads in public elementary schools on transformational leadership. This employed qualitative phenomenological research. Ten transformational school leaders as participants, provided rich narratives that coalesced around three primary themes: fostering shared vision, setting high expectations and motivation, and innovative teaching practices. Alongside, coping strategies for the challenges associated with transformational leadership revealed three major themes: individualized support, collaboration and team building, and continuous professional development. Furthermore, the study identified two overarching learning insights derived from school heads' lived experiences: the need of emotional and mental well-being support. The Department of Education officials are urged to leverage the study's findings to refine its leadership programs and cultivate a leadership culture that aligns with contemporary educational needs and aspirations. Teachers, in turn, should understand the impact of transformative leadership style, be inspired with this approach, and appreciate that this could contribute to their growth, job satisfaction, and adaptability. Finally, school leaders must embrace transformational leadership approach. This approach not only fosters a positive and dynamic work culture but also contributes to improved teacher performance, student achievement, and overall educational success within the school community.

Keywords : Transformational Leadership, School Leaders, Public Elementary School.

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