Under the provisions of the Division Memorandum No. 091, s.

2022; otherwise known as,

“Technical Assistance Program for the Leadership Development of Aspiring School Leaders”,
the Department of Education (DepEd) clearly stipulated that aspiring school leaders must
develop competencies based on PPSSH and be fully equipped with effective leadership skills
and styles to become prepared in assuming their critical roles as educational leaders. Thus,
they are deemed to play an important role in the transformation of their subordinates towards
the expansion of quality education into the new landscape of the twenty-first century.

Nowadays, the need for effective leadership seems to be a challenge for many of our school
leaders due to lack of enough training that will capacitate them to become such. The urgency of
having a school leader who is transformational and transactional is binding in order for all
schools organization to function commendably, and produce top-notch leadership which shall
steer public school organizational systems to attain and uphold high levels of achievement.

As educational institutions strive to achieve their goals, they are often prompted with challenges
which might hinder the realization of their vision-mission; thus, transformational leadership is
thought to be the best approach to address these challenges and stimulate positive changes in
raising the bar towards higher level of performance and consciousness in order to reach the
mutual goals of the institutions, rather than solely for their self-interest. Thereby, emphasizing
the development of intrinsic motivation among aspiring school leaders to attain their core vision
and transform the organization to its central mission.

The idea of leadership has aroused considerable interest, discussion, and occasionally
confusion. Even today, it is difficult to define leadership, and given the difficulty of the topic,
there is no widespread agreement on how to describe the analytical field. According to Thomas
(2019), the objective of the attempt to define leadership influences the definition of leadership,
which opens up a wide range of alternatives. In addition to being a group process, leadership
can also be viewed as a personality trait, an exercise of influence, a certain type of action or
behavior, a form of persuasion, a relationship of power, a tool for achieving goals, the outcome
of an interaction, a differentiated role, or the creation of a structure.

Bruise (2021) asserted that the absence of leadership increased the likelihood of errors and
decreased prospects for success. These same authors contend that leadership fosters
collaboration, reduces conflicts, fosters innovation, and serves an integrating function by
keeping people connected even when they are not present in the same physical space. In this
way, leadership, along with stimuli and incentives, encourages individuals to work toward
reaching shared objectives, playing a significant part in the processes of forming, transferring,
and along with modifying organizational culture (Smith, 2020).

It is impossible to overstate the value of leadership in an organization. Individuals who work in

educational institutions school leaders who can help direct instructors' efforts to meet the goals
and objectives of the school and the learners. In carrying out these tasks, the group is led by the
leader who inspires his subordinates, builds trust, and boosts morale.
According to Bernard M. Bass's Transformational Leadership Theory (1997), transformational
leaders can influence followers to change expectations, perceptions, and motivation toward the
accomplishment of a common goal by leveraging their visions and personalities, which include
both personal and professional traits. They can motivate the followers to make positive changes
and direct their attention to obtaining achievement through this kind of leadership. The four
pillars of transformative leadership—intellectual stimulation, individual consideration,
inspirational drive, and idealistic influence—are best exemplified by Bass. According to
Leithwood (2015), effective transformational leadership techniques have a major direct and
indirect impact on the advancement of school restructuring programs and student results.

According to Northouse (2001), transformational leadership is the capacity to make others

desire to change, advance, and follow which entails determining the motivations of colleagues,
meeting their needs, and valuing them to raise the commitment, capacity, and participation of
school members in achieving objectives.

According to Burns, who happened to be the idea proponent of transformational leadership, a

clear vision for the organization and how the groups fit within and can support the goal are
among a transformational leader's main tactics that are entirely focused on creating and
fostering meaningful connections among themselves, and the school as a whole.

Moreover, teachers are encouraged to grow personally and to realize their leadership potential
as part of the transformational leadership idea. "The beginning expectation for performance is
related to a starting degree of efficacy in the perceived competence and motivation”. Hence, the
transformational leadership process improves teachers' perceptions of their own efficacy or
confidence as well as their potential for improvement.

Transformative leadership describes how a leader behaves in transformative circumstances

rather than providing situation-specific advice on how to lead. In addition, school leaders who
are transformational make a special effort to foster relationships and a sense of purpose among
their teachers. By making their function and the roles of their immediate subordinates clear, they
build trust in the process. In order to establish a successful team based on their understanding
of their own competencies, transformational leaders must also be aware of their own strengths
and weaknesses. These leaders frequently exude great charm and inspire their followers, which
helps them develop a loyal team that performs well.

The method to be utilized in this study is a descriptive quantitative approach with a survey
design. A quantitative approach and survey research design are preferred for this study as it
tests slight objective queries breeding measurable data that can be analyzed by mere statistics.

This research was conducted by involving 237 lecturers from the elementary teacher education program in
Indonesia. The data were collected online using questionnaires. The questionnaires used a Likert scale with a range
of 1-5, in which the data were processed using SPPS, which was analyzed descriptively by interpreting the figures
obtained from the data processing results.
The study will be conducted by involving __ school leaders from both elementary and secondary schools
within the Luna district. The data will be collected digitally via Google forms. The questionnaires used a
Likert scale with a range of 1-5, in which the data will be processed using basic statistical treatment, and
will be analyzed descriptively by interpreting the figures obtained from the data processing results.

The survey questionnaire consisted of two parts: The first part focused on the demographic profile of
the participants, namely: age, gender, educational attainment, faculty rank, seminars attended relevant
experience, and membership to professional organization. The second part aims at assessing the
transformational leadership styles along . The transformational leadership skills were rated using the
Likert scale with the following indicators and verbal interpretations:

To analyze and interpret the data in the study, the following statistical tools were applied: Frequency
counts, percentages, mean and standard deviation were used to describe the sociodemographic
characteristics of the respondents, transformation leadership styles,