Transformational Leadership and Emotional Intelligence of School Heads: Effects on Governance and Performance

AUTHOR(S)

ARANTE N. ARCE MYLA P. ADIATON

ABSTRACT

—— This study examined the effects of transformational leadership and emotional intelligence of school heads on school governance practices and school performance through School-Based Management (SBM) in selected secondary schools in the Schools Division of Northern Samar during School Year 2025–2026. Specifically, it sought to determine the profiles of school heads and teachers; assess the extent of transformational leadership and the level of emotional intelligence of school heads; evaluate school governance practices and the level of SBM manifestation; and examine the relationships among leadership, emotional intelligence, governance, and school performance, with the end view of proposing a professional development program. The study employed a descriptive-correlational research design, involving 75 school heads and 340 teachers as respondents. Data were gathered using validated survey instruments and analyzed using descriptive statistics and Pearson correlation. Findings revealed that school heads demonstrated high to very high levels of transformational leadership across idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, and possessed very high emotional intelligence, particularly in self-awareness, motivation, empathy, and social skills. School governance practices were highly practiced in decision-making, resource management, and stakeholder involvement, while SBM was very highly manifested in academic achievement, teacher performance, and community engagement. Results further showed that self-awareness was the strongest predictor of transformational leadership and SBM effectiveness, while demographic variables had limited influence. Leadership experience and contextual demands, however, were found to affect emotional intelligence and SBM implementation. The study concludes that emotionally intelligent and transformational school leadership is critical to effective governance and sustained SBM performance. Based on the findings, a professional development program focusing on self-awareness, emotional intelligence, and transformational leadership competencies is proposed to strengthen school governance and performance. Keywords : Transformational Leadership, Emotional Intelligence, School-Based Management, School Governance Practices, and School Performance