Teachers Motivation and Level of Transformational Leadership of School Heads: Basis for Developing a Guide in Enhancing Transformational Leadership

The study investigated the level of teachers' motivation and level of transformational leadership of school principals by utilizing quantitative and qualitative approaches in gathering data. A survey questionnaire and interview protocol were used to elicit responses from the teachers and school heads from nine city divisions in the CALABARZON Region. It involved 18 public elementary grade teachers as respondents. Weighted mean, percentage Pearson r- test, and F-test (ANOVA) were used in the treatment of data. Results revealed that teachers have very high motivation in terms of instructional, extension of knowledge, and guidance and discipline functions and high motivation in terms of evaluative, preservation of knowledge, and auxiliary functions. They have very low ratings on the use of evaluation instrument as part of their self-reflection process, engaging in research, reflecting and learning by writing down thoughts and observations daily, and ability to share time, effort and resource unselfishly. However, they align their five year plan to the mission and vision of the school depending on the needs and concerns of the school. They also use portfolio in assessing pupils' performances, use rubrics and CB-Past, and make an action plan for their outcomes. Meanwhile, idealized influence, individualized consideration, and intellectual stimulation were manifested to a very high level while inspirational motivation was highly manifested by school heads. The r-test revealed that the level of motivation teachers is directly related to the elementary school heads' level of transformational leadership. There is also significant difference in the level of motivation of the respondents when they are grouped according to sex and civil status while there is no significant difference noted in their level of motivation when grouped according to age, educational attainment, and length of service. Head teachers should be therefore be encouraged to have independent thinking, initiative, and resourcefulness, aspirations through individualized career counseling and mentoring. Their performance should be strictly monitored to build strong commitment to the system and challenge tradition by focusing accountability for decisions. Schools should continuously serve as a role model for they are the mirror of the performance of their teachers. Teachers should focus on developing action plans and engaging in research for growth and development. Improvement/ enhancement of evaluation instruments as part of self- reflection process such as giving surveys, journal writing and having an open class discussion should be given priorities. They should employ the most appropriate strategy to facilitate teaching.