Transformational Leadership of School Heads and the Instructional Performance of Public School Teachers: A Convergent Parallel Mixed-Methods Study
DOI:
https://doi.org/10.65339/ijsis.V1.I4.283Keywords:
Educational Sustainability, Instructional Performance, Mixed-Methods Research, Public-School Teachers, School Leadership, Transformational LeadershipAbstract
This study examined the relationship between school heads’ transformational leadership and the instructional performance of public-school teachers in the District of Kabacan, Schools Division of Cotabato, Philippines. A convergent parallel mixed-methods design was employed, involving 281 teachers selected through proportional stratified random sampling and 15 interview participants selected purposively. Data were collected using a transformational leadership questionnaire, official Individual Performance Commitment and Review Form (IPCRF) ratings, and semi-structured interviews. Descriptive statistics, Pearson correlation, regression analysis, and thematic analysis were utilized. Results revealed Very High transformational leadership (M = 4.858, SD = 0.276) but Moderate instructional performance (M = 2.855, SD = 0.208). No statistically significant relationship was found between the variables (r = −0.110, p = .562). Qualitative findings highlighted developmental supervision, professional encouragement, ethical leadership, and collaborative support, while identifying workload, large class sizes, and limited resources as instructional challenges. The study concluded that favorable leadership perceptions did not correspond to significantly higher instructional performance ratings. School administrators should strengthen differentiated instruction, constructive supervision, workload management, and professional collaboration. Limitations included the district-specific setting, cross-sectional design, and inconsistencies requiring verification of the analyzed quantitative sample. The findings contribute to Sustainable Development Goals 4, 8, and 16 by informing educational quality, supportive working conditions, and accountable school governance. Integrating leadership development with practical institutional support may strengthen sustainable instructional practices and educational management.
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Copyright (c) 2026 Mary Fyl C. Lina, Ana Digi M. Pauya, Nillcah A. Gravidez, Baisheren K. Bernan, Zenith S. Baclay, Lady Ann B. Mamaluba, Genevive C. Manalo, Jaymie A. Rellon, PhD, Eduardo M. Tejeros III, PhD (Author)
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