Exploring Transformational Leadership Behaviors of School Principals in Policy Implementation

Abstract

Dennis C. Ramiso

DEBESMSCAT

Mandaon, Masbate, Philippines

ABSTRACT

Transformational leadership is a crucial factor in the effective implementation of educational policies. This study explores the transformational leadership employed by school principals in secondary schools in Masbate, Philippines, particularly in the context of policy implementation. Guided by Bass’s Transformational Leadership Theory and supported by complementary leadership and change management models, this research examines how school principals influenced policy execution through key transformational behaviors: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The study employs a mixed-methods approach, combining qualitative and quantitative data collection techniques such as surveys, interviews, analysis of data and responses. It aims to assess the extent to which school principals exhibit transformational leadership behaviors and their impact on policy implementation, and the challenges they encounter. Findings indicate that transformational school leaders play a pivotal role in aligning institutional goals with national education policies by fostering ethical values, collaboration, innovation, empowerment and professional development. However, issues such as resource limitations, resistance to change, and contextual constraints in rural areas present significant challenges to effective policy execution. This research underscores the importance of empowering school leaders with continuous professional development and strategic support to enhance policy implementation outcomes. The study’s insights contribute to the growing body of knowledge on educational leadership, offering practical recommendations for policymakers, school administrators, and educators on strengthening transformational leadership practices in secondary education.