Chapter 4

DISCUSSION

This segment presents additional understanding and related work to the

findings of the study, the drawn conclusion, and the relevant recommendations

offered by the researcher based on the obtained results.

Level of Transformational Leadership of Mathematics Teachers

In the previous chapter, it was found out that the level of transformational

leadership of Mathematics teachers in Nabunturan is high. This means that the

transformational leadership of mathematics teacher is much observed by the

students. The transformational leadership of mathematics teachers in terms of

inspirational motivation was very much observed by the students . It means that

teachers provide recognition when students do better, encourage students to think of

what they can share to others, posses a positive attitude in teaching the lessons,

assist students to easily understand the lesson and support students participation

that holistically improve learning. In addition, transformational leadership of

mathematics teacher in terms of idealized influence is much observed by the

students. It implies that teachers show enthusiasm in teaching the lessons,

encourage students to do very well in their studies, motivate students to do more

than they initially intend to do, stimulate students to go out from their shell and do

best and boost students pride in every successful undertakings. Also,

transformational leadership of mathematics teacher in terms of intellectual stimulation

is much observed by the students. This entails that teachers support students to seek
 38

creative solutions to problems, nurture students to solve problems in their own way,

promote students awareness on problem-solving and decision making by giving real

life problems, give students clear and meaningful assignment, and facilitate activities

that require higher order thinking skills. Moreover, transformational leadership of

mathematics teacher in terms of individual consideration is much observed by the

students. This signifies that teachers show sensitivity to students individual needs,

give constructive feedback in every activity, assess students learning pace, help

students to develop their confidence and abilities and concern with developmental

needs of students.

It was stressed out that teachers must direct classes in an efficient innovative

and flexible teaching routine. Also, teachers personality has an impact on students

that persuade them for an efficient leadership style and even assurance of change in

learning outcomes (Ellerani and Gentileb,2013).

Zimbardo (2012) supported the findings that in order to achieve

transformational teaching goals, there are transformational principles to follow such

as facilitating students’ acquisition and mastery of key course concepts, enhancing

students’ strategies and skills for learning and discovery; and promoting positive

learning-related attitudes, values, and beliefs in students.

Level of Learning Outcomes of Students

The previous chapter revealed us the level learning outcomes of grade 10

students in Nabunturan is moderate. This means that the learning outcomes of grade

10 students is seldom evident. The learning of students in the area of algebra is

moderate which means sometimes evident. It implies that students still recognize the
 39

problems in competencies touching simplifying equations, factoring polynomials,

finding unknown values, solving values of x in terms of y and simplifying and rewriting

exponents. Moreover, the learning of students in the area of geometry is moderate

which means sometimes evident. This indicates that students still remembered

competencies in solving complementary angles, finding circumference of circles,

identifying planes, finding ratio and proportion, solving major and minor arcs and

distance and midpoint. In addition, the learning of students in the area of statistics is

low which means seldom evident. This denotes that students still recognize the

competencies in measures of central tendency, identifying variables and

representations of functions through correspondence. Furthermore, the learning of

students in the area of trigonometry is low which means seldom evident. This implies

that students still identify competencies in identifying quadrant in standard position,

applying rules on special triangles, definition of circles and evaluating sine and

cosine.

It was found out in the findings of Carbonaro (2005) that teachers who expect

and encourage greater intellectual effort from students will increased their learning

and achievement and use their cognitive skills to comprehend problems and

situation.

Correlation Between Measures

Results of the study showed that there is a significant relationship between

transformational leadership of mathematics teachers and learning outcomes of

students. The computed Pearson r-value indicates strength of relationship between

the independent variable and dependent variable and there is a positive correlation
 40

between variables. The results of this study was confirmed with study of Cuciac et. al

(2015) which states that there exist significant and positive correlations between

Math teachers’ leadership styles (for both transformational and transactional styles)

and Math performance of students. Thus, students with high deep approach, low

surface approach and reporting high transformational style for Math teachers had

high Math grades.

Also, the findings of this study is consistent with the results of the study of

Bolkan and Goodboy (2009) who stated that transformational leadership has been

utilized in the context of a high school learning environment because teachers, much

like organizational leaders, can transform the nature of the schoolroom. In a

classroom setting, transformational leadership has been shown to correlate with

learning outcomes. Transformational leadership has also been tied to other

instructional outcomes, including extra effort and perceived instructor effectiveness.

In addition, the results of this study is parallel with the results of study of Bass

and Steidlmeier (1999) who stated that if the leadership is transformational its

idealized influence is envisioning confident, and sets high standards for emulation. Its

inspirational motivation provides followers with challenges and meaning for engaging

in shared goals and undertakings. Its intellectual stimulation helps followers to

question assumptions and to generate more creative solutions to problem. Its

individualized consideration treats each follower as an individual provides coaching,

mentoring and growth opportunities.

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Regression Analysis on the Influence of the Domains of Transformational

Leadership of Mathematics Teachers to the Learning Outcomes of Students

The regression analysis on the influence of the domains of transformational

leadership of mathematics teachers to the learning outcomes of students showed

that the domain intellectual stimulation influences most the learning outcomes of

students.

It was demonstrated that intellectual stimulation has the ability to influence

student learning (Bolkan and Goodboy ,2010).

Moreover the results of the study was analogous to Choi and Change (2011)

that found out in their study that the achievement outcomes of the students were

influenced by the teachers’ instructional strategies and students in classrooms that

were more teacher-directed had better attitudes towards mathematics, which

influenced their achievement levels in the subject matter.

It was found out that there is moderate positive correlations between

teacher’s transformational leadership style and students’ engagement and

satisfaction which, in turn, influence their evaluations on the quality of teaching (Tsai

and Lin ,2012).

The results of study reinforce the idea of significant correlations between

students’ learning approaches and their academic performance, with the emphasis

on the positive influence of the deep learning approach. The data also contributes to

better understanding between the relation of teachers’ perceived transactional-

transformational leadership styles and their students’ learning outcomes, by drawing

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attention to the fact that the predictive power of these styles is sensitive to some

specific elements like the field study and performance measures (Cuciac, et.al 2015).

Conclusion

Based on the results of the study, the researcher has come up with the

conclusion that transformational leadership of mathematics teachers influences

learning outcomes of students. The findings revealed that transformational leadership

of mathematics teachers in terms of inspirational motivation is very high while in

terms of idealized influence, intellectual stimulation and individual consideration are

high. In addition, the learning outcomes of students in the areas of algebra and

geometry are moderate while in the areas of statistics and trigonometry are low.

However, among the three (3) it was found that intellectual stimulation is the only

domain that has significant contribution to that learning outcomes of learners. Based

on the showed results, the researcher are not limited on the variables shown that

influences learning outcomes because there are possibilities that there are still lots of

variables not in the study that might influence the learning outcomes of the students.

The results in the relationship confirmed with study of Cuciac et. al (2015) which

states that there exist significant and positive correlations between Math teachers’

leadership styles (for both transformational and transactional styles) and Math

performance of students. Thus, students with high deep approach, low surface

approach and reporting high transformational style for Math teachers had high Math

grades.

Also, the findings of this study is consistent with the results of the study of

Bolkan and Goodboy (2009) who stated that transformational leadership has been
 43

utilized in the context of a high school learning environment because teachers, much

like organizational leaders, can transform the nature of the schoolroom. In a

classroom setting, transformational leadership has been shown to correlate with

learning outcomes. Transformational leadership has also been tied to other

instructional outcomes, including extra effort and perceived instructor effectiveness.

In addition, the results of this study is parallel with the results of study of Bass

and Steidlmeier (1999) who stated that if the leadership is transformational its

idealized influence is envisioning confident, and sets high standards for emulation. Its

inspirational motivation provides followers with challenges and meaning for engaging

in shared goals and undertakings. Its intellectual stimulation helps followers to

question assumptions and to generate more creative solutions to problem. Its

individualized consideration treats each follower as an individual provides coaching,

mentoring and growth opportunities. Based on the showed results, the researcher are

not limited on the variables shown that influences learning outcomes because there

are possibilities that there are still lots of variables not in the study that might

influence the learning outcomes of the students.

Recommendation

After careful consideration of the findings and conclusion of the study, the

researcher hereby recommends that teachers give more emphasis on supporting and

nurturing students to seek creative solutions to problems in their own way. Also, it is

recommended that teachers promote awareness on the importance of problem

solving and decision making by giving real life problems that requires personal

experiences. In addition, teacher will continue to provide student centered instruction

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that engaged students in higher order thinking skills which is still within their capacity

to learn. Furthermore, it is recommended that teachers give students clear and

meaningful task and let them involve in different activities that would require

intellectual stimulation for learning outcomes and retention. In addition, it is

recommended that teachers will not only provide recognition when students do better

but instead give challenging activities and drills that encourage students to think of

what they can share to others . Moreover, it is recommended that teachers will not

only gives constructive feedback in every activity and shows sensitivity to students

individual needs but be stiff in giving decisions, instructions, deadlines and

considerations for the students to feel that they have their responsibilities.