Transformational Leadership of School Heads and School Performance Indicators in Bambang Districts

This study examined between transformational leadership and school performance indicators among public elementary schools in Bambang I and II Districts during School Year 2024–2025. It evaluated the school heads and teachers’ perceptions of transformational leadership across six domains, namely Curriculum and Teaching, Learning Environment, Leadership, Governance and Accountability, Human Resource and Team Development, and Finance and Resource Management, and analyzed school performance indicators including enrollment, dropout, participation, cohort survival, and completion rates. Employing a quantitative descriptive-correlational design, data were collected from 24 school heads (using purposive sampling) and 240 teachers (using multi-stage sampling) through questionnaires. School heads rated their leadership highest in Finance and Resource Management and lowest in Learning Environment, while teachers rated the highest in Finance and Resource Management and lowest in Human Resource and Team Development, highlighting strengths and areas for improvement. Schools demonstrated excellent performance with high enrollment and completion rates and minimal dropout reflecting consistently high levels of performance. However, correlation analysis showed no significant relationship between transformational leadership and school performance indicators. The findings suggest that while transformational leadership is strongly manifested among school heads, its influence may not be directly reflected in established school performance metrics, particularly in schools already demonstrating consistently high levels of achievement. The study recommends strengthening evidence-based leadership initiatives and monitoring mechanisms to ensure that leadership practices contribute to measurable improvements in school outcomes.