Assessing the Transformational Leadership Skills: Teachers’ and Learners’ Perspective

This study assessed the transformational leadership skills of public elementary school teachers in Dumanjug District II, Cebu, during the school year 2025–2026 and examined their relationship with learners’ academic performance as a basis for developing an action plan. Employing a quantitative descriptive-correlational approach, the study involved 80 randomly selected teachers and 800 learners from 13 public elementary schools. Data were gathered using adapted five-point Likert-scale questionnaires and learners’ Mean Percentage Scores (MPS) from school records. Percentages, weighted means, and Pearson correlation were used for analysis. Results revealed that transformational leadership skills were rated High by teachers (4.17) and Very High by learners (4.23). Integrity emerged as a major strength, while inspirational motivation and developing others received comparatively lower ratings. Academic performance was predominantly Satisfactory (49%) and Very Satisfactory (35%). Significant positive relationships were identified among several leadership dimensions, particularly demonstrating innovation and inspirational motivation (r = .765). Integrity showed the strongest positive correlation with academic performance (r = .522), followed by supporting others (r = .383). These findings indicate that selected transformational leadership competencies are significantly associated with learners’ academic achievement. Targeted professional development, mentoring, and collaborative leadership activities are recommended to strengthen identified competencies. The study's geographic scope and correlational design limit generalizability and causal interpretation. Nevertheless, the findings provide localized empirical evidence to guide leadership enhancement initiatives, institutional decision-making, and school improvement planning.