Transformational Leadership Practices in School Governance: An Analysis of Decision-Making and Accountability Mechanisms Among Public Elementary School Leaders in Calbayog City

AUTHOR(S)

LINDY LOU J. AYONG

ABSTRACT

—— This study examined the transformational leadership practices of public elementary school leaders in the Schools Division of Calbayog City, specifically analyzing their decisionmaking processes and accountability mechanisms. Using a descriptive-correlational design, the research surveyed 131 school heads from Zumarraga and Daram Districts during the 2024-2025 school year. Results revealed that school leaders consistently practiced transformational leadership dimensions—intellectual stimulation (M=4.71), individualized consideration (M=4.69), inspirational motivation (M=4.72), and idealized influence (M=4.70)—all at very high levels. Accountability mechanisms were similarly robust across timing (M=4.77), standard (M=4.68), and relationship (M=4.65) dimensions. Statistical analysis found no significant relationship between demographic variables and leadership practices (Panela, 2025d). However, strong positive correlations emerged between all decision-making dimensions and accountability mechanisms (rvalues ranging from 0.785 to 0.835, all p=0.000), indicating that transformational leadership directly enhances accountability in school governance. Primary challenges included resistance to change (70.23%) and stakeholder engagement difficulties (69.47%). These findings suggest that while school leaders demonstrate strong transformational practices, systemic support for change management and stakeholder capacity development would further strengthen governance effectiveness in Philippine public elementary schools. Keywords — Transformational Leadership, School Governance, Decision-Making, Accountability Mechanisms, Educational Leadership, Public Elementary Schools