ABSTRACT
The transformational leadership practices of school heads in CALABARZON as to Management Information System (MIS) in terms of idealized influence, individual consideration, intellectual stimulation and inspirational motivation were determined in this study. More so, assessment of the outcomes of transformational leadership of school heads in CALABARZON as reflected in their MIS were also determined.
The method used a descriptive evaluative method using both quantitative and qualitative approaches. The quantitative evaluation involved the description of the fur dimensions of transformational leadership practices of school heads in CALABARZON. It also determined the outcomes of transformational leadership practices in terms of repletion rate, retention rate, transition rate, cohort survival rate, graduation rate, dropout rate, repetition rate and achievement rate.
The survey questionnaire includes two parts , the transformational leadership practices of school heads containing indicators that evaluate the practices of school heads in terms of idealized influence, individual consideration, intellectual stimulation and inspirational motivation. The other questionnaire contains indicators that measure the outcomes as to school performance indicators such as repletion rate, retention rate, transition rate, cohort survival rate, graduation rate, dropout rate, repetition rate and achievement rate. The respondents of the study were 318 school heads in CALABARZON.
Data were analyzed using the means on the transformational leadership practices and their outcomes. One way Analysis of Variance (One-way ANOVA) was used to determine the significant differences among the school heads transformational leadership practices and outcomes of transformational leadership practices as reflected in their MIS. A post hoc test using Tukey's test was used to determine who among the school heads differed significantly from the other.
The results of the study showed the overall mean (X= 3.74) for the transformational leadership practices of school heads were highly practiced in CALABARZON. The four dimensions were also found to be highly practiced in terms of idealized influence , (X̅=3.92), individual consideration ((X̅=3.82), and inspirational motivation ((X̅=3.81), and differ significantly among the school heads in CALABARZON by division at 0.05 level of confidence for idealized influence (F=3.86, p=0.004), individual consideration (F=4.78, p=0.001) and inspirational motivation (F=8.660, p=0.000), but not significantly different in intellectual stimulation ((F=1.17, p=0.324).
No significant differences were found among other divisions in terms of idealized influence except that Cavite significantly differed in Batangas and Rizal (p=0.008) and in Quezon (p=0.045). In terms of individual consideration, school heads in Quezon significantly differ in Cavite, Batangas and Rizal (p=0.007) but not in Laguna (p=0.754). In terms of inspirational motivation, school heads from Quezon differ significantly among school heads in Cavite (p=0.000), Laguna (p=0.006), Batangas and Rizal (p=0.001). Also, Cavite differs significantly with school heads in Rizal (p=0.003).
Based on the study, the transformational leadership practices of school heads in CALABARZON, and their outcomes as reflected in their MIS were highly practiced. They have translated these practices in high rating in terms of graduation rate (X̅=4.32, S.D. 0.42), followed by repetition rate (X̅=3.90, S.D. 0.37),transition rate (X̅=3.86,S.D. 0.42), retention rate (X̅3.64, S.D. 0.33), participation rate (X̅=3.58, S.D. 0.35), cohort survival rate (X̅3.55, S.D. 0.42), achievement rate (X̅=3.54, S.D. 0.41).
In terms of the lowest three outcomes, there were no significant differences found among dropout rate (F=0.10, p=0.98), achievement rate (F=2.17, p=0.07) and cohort survival rate (F=2.20, p=0.07). Based on these results, transformational leadership practices of School Heads in CALABARZON are highly practiced and were found to be not significantly different in each division.A proposed training program for school heads in CALABARZON is recommended for further enhancement in the improvement of transformational learning outcomes to improve school performance indicators in terms of drop out rate, cohort survival rate and achievement rate.