Transformational Leadership and School Performance: Towards Appropriate Training Design

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{"abstract":"This study examined the extent of transformational leadership practices and their relationship with school performance among public elementary school heads in Tampakan District III, South Cotabato, for School Year 2024–2025. Using a quantitative research and development design with a descriptive–correlational approach, data were collected from 55 teachers through a structured survey questionnaire aligned with transformational leadership dimensions and Office Performance Commitment and Review Form (OPCRF) indicators. Descriptive statistics and correlational analysis were employed to analyze the data. Findings revealed that school administrators demonstrated a high level of transformational leadership, with an overall weighted mean of 3.84. Among the dimensions, inspirational motivation obtained the highest mean (3.90), followed by intellectual stimulation (3.83), and both individualized consideration and idealized influence (3.82). In terms of performance, school administrators also exhibited a high level, with an overall mean of 3.98. The highest-rated domain was managing school operations and resources (4.09), followed by unit performance (4.07), developing self and others (3.98), focusing on teaching and learning (3.94), building connections (3.93), and leading strategically (3.88). Correlation analysis indicated a strong positive relationship between transformational leadership and school performance (r = 0.686, p = 0.000), confirming that higher levels of transformational leadership are associated with improved administrative performance. The study concludes that transformational leadership significantly contributes to effective school management and instructional improvement. It recommends the development of a structured leadership training design emphasizing transformational competencies such as strategic visioning, innovation support, and professional development to further enhance school performance and leadership effectiveness.","abstract_source":"original","authors":["Welmer Leysa","Briccio Baynosa"],"date":"2026-05-04","doi":"10.70838/pemj.560203","id":7823,"issue":2,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"92d6ef9a5abfc788400f8220ba2a6428156652efc784fc22ef68e523ec53228f","schema":"scimatic-article/1","title":"Transformational Leadership and School Performance: Towards Appropriate Training Design","volume":56}

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1. The record, from the token's own metadata:

printf '%s' "$(curl -s https://scimatic.org/nft/articles/7823.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(7823)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001e8f"},"latest"]}'

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