Abstract
This study investigates the effect of transformational leadership practices on teacher performance in public elementary schools within the Del Gallego District, Camarines Sur, Philippines. Transformational leadership, characterized by idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, is analyzed in relation to teachers' effectiveness in lesson planning, classroom delivery, assessment, and professional responsibilities. The research employs a descriptive-correlational design, gathering data from 85 teachers through the use of structured surveys. Findings indicate that school heads demonstrate strong idealized influence and individualized consideration, fostering trust and personalized support. However, inspirational motivation and intellectual stimulation are less consistently practiced, suggesting opportunities for improvement in visionary leadership and encouraging innovative teaching. Teacher performance is rated as satisfactory, with significant positive correlations between transformational leadership dimensions and teaching effectiveness. Challenges such as resource constraints, administrative burdens, and resistance to change hinder the full implementation of transformational leadership. The study concludes that transformational leadership significantly enhances teacher performance but requires targeted interventions, including leadership training, resource allocation, and stronger communication strategies. Recommendations include professional development for school heads, fostering collaborative cultures, and addressing systemic barriers to optimize leadership practices and educational outcomes in the Del Gallego District.
