Leading for Teacher Effectiveness: A Correlational Study of Transformational Leadership and Teachers’ Efficacy in Public Elementary Schools in the Bangsamoro Region

Transformational leadership has been widely recognized as a critical factor in enhancing teacher performance and school effectiveness. However, limited empirical evidence exists on its relationship with teachers' self-efficacy in public elementary schools within the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), a context characterized by distinct socio-cultural, educational, and governance conditions. Addressing this gap, this study examined the relationship between school heads' transformational leadership and teachers' self-efficacy in public elementary schools in BARMM. Specifically, it assessed school heads' transformational leadership in terms of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, as well as teachers' self-efficacy in classroom management, professional growth, adaptability, and collaboration. A descriptive-correlational research design was employed, involving 111 public elementary school teachers selected from public elementary schools in BARMM. Data were collected using a validated survey questionnaire and analyzed using descriptive and inferential statistical techniques. The findings revealed that school heads demonstrated high levels of transformational leadership, while teachers exhibited high levels of self-efficacy across all measured dimensions. No significant differences were found in transformational leadership or teachers' self-efficacy when respondents were grouped according to their demographic characteristics. Furthermore, transformational leadership showed a significant positive relationship with teachers' self-efficacy, indicating that school leaders who inspire, motivate, intellectually stimulate, and support teachers contribute to stronger teacher confidence and professional competence. The findings highlight the importance of strengthening transformational leadership through leadership development initiatives and policy interventions to enhance teacher effectiveness, professional growth, and school effectiveness in public elementary schools. By providing empirical evidence from the underrepresented BARMM context, this study contributes to the growing body of educational leadership literature and offers practical insights for policymakers, school administrators, and other educational stakeholders seeking to improve teaching quality and organizational effectiveness.