ABSTRACT
This study determined the significant relationship between the Transformational Leadership Practices of School Heads and Teachers’ Commitment and School Culture. A proposed instructional supervisory plan was formulated based on the result of the study. The study employed a correlational research design to examine the relationship between transformational leadership and vision setting of school heads (independent variables) and teacher commitment and school culture (dependent variables). Using a survey method, data were collected from teachers and school heads through structured questionnaires containing Likert-scale items that measured perceptions of leadership practices, vision clarity, teacher commitment, and school culture. The design allowed for identifying the strength and direction of associations among the variables without manipulating them, providing insight into how leadership behaviors and vision-setting influenced teacher engagement and the overall school environment. The Test of Relationship between Transformational Leadership Practices of School Heads and Teacher Commitment and School Culture, displaying the Pearson correlation coefficient, computed t-value, table value at the 0.05 level of significance, decision on the null hypothesis, and interpretation of the results. The table aims to determine whether a significant relationship exists between transformational leadership practices of school heads and teachers’ commitment and school culture. The results indicate a strong positive correlation between transformational leadership practices and teacher commitment and school culture. This means that as transformational leadership practices increase, teacher commitment and the positivity of school culture also tend to increase.
Since the computed t-value exceeds the critical table value at the 0.05 level of significance, the null hypothesis is rejected. The decision confirms that there is a statistically significant relationship between transformational leadership practices of school heads and teacher commitment and school culture. The interpretation of the test is a Significant Relationship (Strong Positive), suggesting that leadership behaviors such as inspiration, motivation, intellectual stimulation, and individualized consideration are closely associated with higher levels of teacher commitment and a stronger school culture.
The results imply that transformational leadership practices play a crucial role in strengthening teacher commitment and fostering a positive school culture. With the computed t-value greater than the table value and the rejection of the null hypothesis at the 0.05 level of significance, the findings imply that improvements in transformational leadership practices are likely to correspond with improvements in teacher commitment and school culture. Overall, the findings emphasize that effective school leadership significantly influences teachers’ dedication, engagement, and the collaborative environment within the school.
Keywords: Transformational Leadership Practices, School heads, Teacher’s Commitment, School Culture
INTRODUCTION
Transformational leadership is widely recognized as a leadership style that goes beyond managing day-to-day activities, focusing instead on inspiring, motivating, and developing staff to achieve shared goals. In the educational context, school heads who exhibit transformational leadership not only guide teachers through instructional strategies but also serve as role models, encouraging commitment and engagement among staff. Vision setting, closely tied to transformational leadership, involves articulating a clear and meaningful direction for the school. A well-communicated vision aligns the efforts of teachers, administrators, and other stakeholders, creating a cohesive and goal-oriented environment. The combined effect of transformational leadership and effective vision setting is believed to influence both teacher commitment and the broader school culture, fostering collaboration, high morale, and a positive learning atmosphere. Observations in various schools indicate that strong leadership and a shared vision can directly impact teacher motivation, morale, and overall school effectiveness, highlighting the need to systematically study these relationships.
Bush and Glover (2018) emphasized that visionary school leaders are better able to foster a positive culture that encourages teacher collaboration, innovation, and continuous improvement. Understanding the impact of leadership and vision is vital for improving educational outcomes. Effective school heads do not simply enforce rules or monitor performance; they inspire teachers to embrace shared objectives and engage in meaningful collaboration. Vision setting ensures that all members of the school community understand the school’s priorities and are motivated to work toward them. By examining how transformational leadership and vision articulation affect teacher commitment and school culture, this study seeks to provide practical insights that can guide school heads in implementing strategies that enhance staff performance, morale, and retention. Additionally, investigating these relationships can support the development of leadership training programs tailored to address real challenges in schools, ultimately contributing to a more supportive and high-performing learning environment.
Several challenges were encountered in the preparation of this study. First, narrowing the scope to focus on transformational leadership and vision setting was necessary because leadership encompasses many styles and dimensions. Ensuring that the topic remained focused yet meaningful required careful consideration of which aspects of leadership most directly affect teacher commitment and school culture. Second, the clarity of terminology posed a challenge; concepts such as “teacher commitment” and “school culture” have multiple interpretations in educational research.
Understanding these dynamics is essential for developing effective leadership strategies that not only improve teacher engagement but also create a positive and sustainable school culture, ultimately benefiting students and the broader educational community.
This study determined the significant relationship between the Transformational Leadership Practices of School Heads and Teachers’ Commitment and School Culture. A proposed instructional supervisory plan was formulated based on the result of the study.
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