The Transformational Leadership Skills of School Heads Assigned in Far-Flung Areas and Their Influence on Teacher Efficacy

This study aimed to determine the significant influence of the transformational leadership of school heads on the efficacy of teachers in public secondary schools in Trento Municipality. A quantitative non-experimental research design was employed, involving 70 teacher respondents. Data were analyzed using statistical tools such as mean, Pearson product-moment correlation coefficient (r), and multiple regression analysis. Findings revealed that school heads demonstrated a very high level of transformational leadership, particularly in clarifying purpose and strategic intent, engaging stakeholders, using collaborative technologies, fostering innovation and capacity development, and guiding collective intelligence toward effective action. Their level of transformational leadership in exploring critical issues and questions was also rated high. Likewise, teachers reported very high levels of efficacy in various indicators, including instructional efficacy, efficacy to enlist parental and community involvement, influence on school resources and decision-making, and disciplinary efficacy. Statistical analysis confirmed a significant relationship between transformational leadership and teacher efficacy, indicating that school heads’ transformational leadership has a significant influence on the efficacy of teachers. The study concludes that the transformational leadership practices of school heads play a crucial role in enhancing teacher efficacy. Strengthening leadership strategies may further improve teacher performance and educational outcomes.