School Heads Transformational Leadership Practices, Teachers’ Morale, and Performance

The purpose of this study is to determine the school heads transformational leadership practices, teachers’ morale, and performance. Survey data were gathered from 10 school heads and 150 teachers from public elementary schools of Division of Lanao del Sur.  The findings revealed that both the teachers and school heads respondents rated “high” the leadership practices of the school heads, in terms of transformational leadership practices. However, they tend to show high morale when it comes to teacher Rapport with the school head, satisfaction with teaching, rapport among teachers, teacher salary, teacher status, and it shows very high in terms of curriculum issues. Moreover, the result of the Performance Appraisal System for Teachers (PAST) revealed that most teachers’ respondents have very high satisfactory performance measured in terms of instructional competence, professional and personal characteristics, punctuality and attendance. However, variables, namely moral satisfaction, teachers’ transformational leadership, and school heads’ transformational leadership, have no direct association with their PAST. Based on the finding, this study concludes that the elementary school teachers’ Performance appraisal has a significant relationship to the teachers’ transformational leadership assessment and teachers’ morale satisfaction in contrast, it has no significant relationship to school heads transformational leadership. Teachers’ morale satisfaction is the best predictor of teachers’ performance, which implies that once teachers are satisfied with their personal and professional engagement in the school, their performance would be better.