ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— Transformational leadership has surfaced as an important variable relative to educational leaders, especially relating to the implementation of innovative pedagogical practices intended for 21st -century classrooms. However, its influence on teachers’ instructional practices warrants more empirical study. The current study was a descriptive- qualitative design with 30 senior high school teachers and 2 school heads from three secondary schools in the Uson South District. A validated Likert scale survey measuring transformational leadership practices and 21stcentury teaching strategies as measured by a construct was administered. The quantitative data were analyzed by descriptive statistics. The results showed a moderate to high perception of transformational leadership across the five transformational leadership constructs (mean scores ranges, 3.25-3.55), with decision-making (mean =3.55) reporting the highest mean score. Meanwhile, teachers reported a high implementation of2ist- century teaching strategies (mean scores ranges, 4.154.45) based on the five constructs, with student-centered learning scoring the highest (mean =4.45). Furthermore, a positive correlation was noted between transformational leadership and innovative approaches to teaching. The Current study contributes to the literature by demonstrating that transformational leadership resulted in teachers adopting modern pedagogical practices. Therefore, educational administrators are encouraged to provide strong vision communication, improve mentorship on innovation, and improve participatory decisionmaking practices to promote improved teaching strategies. Further research with larger samples is recommended to contribute to validating the results of the current study. Keywords — Transformational Leadership, 21″ Century Teaching Strategies, Instructional Innovation