Transformational Leadership and Work Attitude on Teacher Performance: A Correlational Study

Abstract

This study examined the relationship between transformational leadership, work attitude, and teacher performance among public secondary school teachers in New Bataan, Davao de Oro. Specifically, it assessed the level of transformational leadership in terms of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration; determined teachers' work attitude across its domains; evaluated teacher performance using Classroom Observation Tool (COT) ratings; and identified the relationships and predictive influences among these variables. A descriptive-correlational research design was employed involving 152 randomly selected teachers. Adapted and validated questionnaires and COT ratings served as the primary data sources, while mean, Pearson's r, and multiple regression analyses were used to analyze the data. Findings revealed that transformational leadership and work attitude were strongly manifested, whereas teacher performance was rated as outstanding. Significant but negligible positive relationships were found between transformational leadership and teacher performance and between work attitude and teacher performance. Among the leadership dimensions, only intellectual stimulation significantly predicted teacher performance, while no work attitude domain showed a significant predictive effect. The study concludes that although transformational leadership and work attitude are evident in schools, their influence on teacher performance is limited. It recommends strengthening leadership practices that foster innovation, critical thinking, and continuous professional growth to enhance teacher performance.