Interplay Between Transformational Leadership Strategies and Employee Performance in Public Elementary Schools in Koronadal City, Philippines

This paper investigates the correlation between transformational leadership strategies and employee performance in public elementary schools in Koronadal City, Philippines. Considered as an effective approach for enhancing organizational performance, transformational leadership is defined by idealistic influence, inspirational enthusiasm, intellectual stimulation, and individualized consideration. Still, its particular impact on employee performance in rural schools, particularly in settings with limited resources, remains meagerly investigated. To explore these phenomena, some 148 staff members and 26 school administrators from eight public elementary schools filled out a standardized Likert scale questionnaire in order to elicit the required data for this correlational research study. Results indicated that transformational leadership strategies were, generally, rated positively, with administrators demonstrating strong ethical leadership, inspiration, and individual support. Similarly, staff performance received high ratings, particularly in areas such as instructional effectiveness, professional competence, work ethics, and contributions to student development. However, transformative leadership strategies indicated no significant correlation with employee performance, as revealed by a correlation analysis τb = -0.08, p = 0.579). These findings contradict the assumption that transformative leadership is always advantageous in all kinds of educational settings by showing that some leadership styles might be more suitable for some conditions. This study emphasized the impact of institutional constraints, cultural concerns, and leadership diversity on employee performance. It provides important information for legislators and school administrators to help them create leadership plans tailored to the particular needs of rural schools. The study also enhanced the understanding of the interactions among job satisfaction, motivation, and leadership styles within educational institutions.