ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study investigated the extent of transformational leadership practices among public school heads and the self-efficacy of teachers in Allen I District, Schools Division of Northern Samar during the 2024–2025 school year, with the aim of proposing a Learning and Development Plan. Guided by Transformational Leadership Theory, Self-Efficacy Theory, Servant Leadership Theory, and Expectancy Theory, the study employed a descriptivecorrelational design. A total of 111 public elementary and secondary teachers, selected through proportionate stratified random sampling, participated by responding to a standardized survey comprising the Transformational Leadership Questionnaire and the Teacher’s Self-Efficacy Scale. Data were analyzed using frequency counts, weighted means, and Pearson’s r correlation. Results indicated that transformational leadership was consistently observed, with inspirational motivation rated highest. Teachers’ self-efficacy was very high across domains of student engagement, instructional strategies, and classroom management. Educational attainment was significantly related to perceived transformational leadership, while age, teaching position, and years of experience were significantly associated with teacher self-efficacy. All four leadership dimensions showed positive correlations with self-efficacy domains. Findings highlight the pivotal role of transformational leadership in fostering teachers’ confidence and professional growth. The study recommends implementing a targeted Learning and Development Plan to enhance school heads’ leadership practices and support sustained teacher efficacy. Keywords — Inspirational motivation, instructional strategies, self-efficacy, student engagement, transformational leadership practices