The aims of this study were to determine the transformational leadership practices of public elementary school heads and the challenges experienced on it. The study utilized descriptive evaluative; descriptive comparative and descriptive correlation design. Purposive sampling was done in the selection of respondents. The respondents of the study were one hundred fifty-nine (159) teachers. Questionnaire was the main instrument in this study. Statistics such as mean, weighted mean and ranking t-test and F-test were utilized. Results showed that most of the respondents belong to 20 to 30 age range, female, married, bachelor’s degree holders, have 1 to 10 years of teaching experience and teacher 1 in position. The school heads are very good in their transformational leadership practices such as in vision and aspiration, modeling behavior, individual support, commitment to group goals, intellectual stimulation and high performance expectation as perceived by the respondents. The respondents agree on the challenges they experienced on the transformational leadership practices of the school heads. There is no significant difference on the responses of the respondents on the transformational leadership practices of the school heads when profile is considered. There is no significant difference on the responses of the respondents on the challenges they experienced on the transformational leadership practices of the school heads when profile is considered. There is a significant relationship on the transformational leadership practices of the school heads and the challenges experienced by the respondents. The designed action plan is made by the researcher to further enhance the transformational leadership practices of the school heads.
Key Words: transformational leadership practices, school heads, high performance expectation, intellectual stimulation, modeling