📄 Abstract
This study examined the perceived transformational leadership practices of elementary school heads and the level of teacher motivation in Can-avid Central Elementary School, Eastern Samar, Philippines. A descriptive survey design was used with 25 elementary teachers selected through total population sampling. A researcher-made questionnaire measured four dimensions of transformational leadership—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—and two dimensions of teacher motivation, namely intrinsic and extrinsic motivation, using a five-point Likert scale. Weighted means were used to summarize the responses. Findings showed high perceptions of transformational leadership across all four dimensions, with individualized consideration obtaining the highest dimension mean (4.41), followed by intellectual stimulation (4.35), inspirational motivation (4.28), and idealized influence (4.27). Teacher motivation was likewise high, with intrinsic motivation (4.40) slightly higher than extrinsic motivation (4.32). The results indicate that teachers perceived school heads as supportive, vision-oriented, innovative, and attentive to professional needs, while teachers demonstrated strong personal fulfillment, professional purpose, and responsiveness to recognition and institutional support. The study recommends sustained leadership development, mentoring, recognition systems, and professional learning opportunities to strengthen teacher motivation and school effectiveness.
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📚 How to Cite:
Kyla Marie L. Geroy, Charmien J. Corado, Pearly P. Lapesura, Glenna Mae G. Sabandeja, Reynalyn C. Adamas, Dr. Janice Dyan G. Quilona , TRANSFORMATIONAL LEADERSHIP OF ELEMENTARY SCHOOL HEADS AND TEACHER MOTIVATION IN CAN-AVID CENTRAL ELEMENTARY SCHOOL , Volume 12 , Issue 8, August 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 721 - 724 , DOI: https://doi.org/10.36713/epra28912