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Transforming Challenges To Victories: An Inquiry On Transformational Leadership of School Leaders in The Public Elementary Schools

This study narrated the lived experiences of school heads in public elementary schools on transformational leadership. This employed qualitative phenomenological research. Ten transformational school leaders as participants, provided rich narratives that coalesced around three primary themes: fostering shared vision, setting high expectations and motivation, and innovative teaching practices.

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Transforming Challenges To Victories: An Inquiry On Transformational Leadership of School Leaders in The Public Elementary Schools

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International Journal of Innovative Science and Research Technology

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Volume 9, Issue 4, April – 2024 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24APR2440

Transforming Challenges to Victories: An Inquiry on

Transformational Leadership of School Leaders in the
Public Elementary Schools
A Thesis
Presented to
The Faculty of the Graduate School

Marissa C. Toloy
RIZAL MEMORIAL COLLEGES
Davao City

__________________

In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Educational Management
__________________

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Volume 9, Issue 4, April – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24APR2440

APPROVAL SHEET
This thesis entitled “TRANSFORMING CHALLENGES TO VICTORIES: AN INQUIRY ON TRANSFORMATIONAL
LEADERSHIP OF SCHOOL LEADERS IN THE PUBLIC ELEMENTARY SCHOOLS” prepared and submitted by Marissa
C. Toloy in partial fulfillment of the requirements for the degree Master of Arts in Educational Management has been examined
and recommended for approval and acceptance.

PURIFICACION S. YAMBAO EdD

Adviser

PANEL OF EXAMINERS

Approved by the Panel of Examiners on Oral Examination with a grade of PASSED.

PABLO F. BUSQUIT PhD

Chairperson

CONSUELO C. SEVILLA EdD ANNBETH B. CALLA EdD

Member Member

BRYAN L. CANCIO EdD EVELYN A. MAGNO EdD

Member Member

ACCEPTED in partial fulfillment of the requirements for the degree MASTER OF ARTS IN EDUCATIONAL
MANAGEMENT.

Comprehensive Exam : _PASSED_

Date of Examination : ______________
Date of Oral Examination : JANUARY 21,2024

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ABSTRACT
This study narrated the lived experiences of school heads in public elementary schools on transformational leadership.
This employed qualitative phenomenological research. Ten transformational school leaders as participants, provided rich
narratives that coalesced around three primary themes: fostering shared vision, setting high expectations and motivation,
and innovative teaching practices. Alongside, coping strategies for the challenges associated with transformational
leadership revealed three major themes: individualized support, collaboration and team building, and continuous
professional development. Furthermore, the study identified two overarching learning insights derived from school heads'
lived experiences: the need of emotional and mental well-being support. The Department of Education officials are urged to
leverage the study's findings to refine its leadership programs and cultivate a leadership culture that aligns with
contemporary educational needs and aspirations. Teachers, in turn, should understand the impact of transformative
leadership style, be inspired with this approach, and appreciate that this could contribute to their growth, job satisfaction,
and adaptability. Finally, school leaders must embrace transformational leadership approach. This approach not only
fosters a positive and dynamic work culture but also contributes to improved teacher performance, student achievement,
and overall educational success within the school community.

Keywords:- Transformational Leadership, School Leaders, Public Elementary School.

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ACKNOWLEDGMENT
I extend my heartfelt appreciation to my dedicated adviser, Doctor Purificacion S. Yambao, whose expertise and guidance
significantly shaped the direction of this thesis. Her unwavering support, insightful feedback, and encouragement were invaluable
throughout the entire research process.

I would also like to express my deepest gratitude to our very understanding Schools Division Superintendent Dr. Winnie E.
Batoon for granting the opportunity to conduct my study in Mati North District. His support and permission have been instrumental
in the successful execution of my research .

In addition, I would like to acknowledge the contributions of my dear Co School Heads . Their expertise and collaborative
efforts played a crucial role in enhancing the quality of this study. Their willingness to share their knowledge and engage in
meaningful discussions greatly enriched the research experience.

Above all to our Almighty Father for His unwavering guidance throughout the challenging journey of completing my thesis.
His divine presence illuminated my path, providing strength during moments of uncertainty. This achievement is a testament to His
grace and my unyielding faith.

This thesis would not have been possible without the support of these individuals, and I am truly grateful for their contributions
to the successful completion of this research. Each individual involved has left an indelible mark on the trajectory of this thesis,
and I am genuinely grateful for the collaborative spirit that has defined this journey.

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ETHICS COMPLIANCE CERTIFICATE

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DEDICATION
With gratitude and deep appreciation, I dedicate this thesis to my ever dearest husband Cedrick D. Toloy ,and most specially
to my four sons Dorin Cedy , Dorin Cenred ,Dorin Ced Martyn and Dorin Cefzar . Their unwavering love and steadfast support
have been the bedrock of my academic journey. In moments of doubt and challenge, it was their encouragement that propelled me
forward, and in times of celebration, their joy mirrored my own.

In loving memory of my parents Tatay Martin and Nanay Edith whose unwavering support and enduring love guided me
throughout this academic journey. Though they are no longer with me, their legacy lives on in the dedication and perseverance
instilled in every word of this thesis.

To my dear siblings , your encouragement , understanding and shared laughter have been my pillars of strength. This thesis
is a tribute to the bond we share and the collective support that has shaped my academic path . Thank you for being my constant
source of inspiration.

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TABLE OF CONTENTS

Title Page No.

Title Page 3162
Approval Sheet 3163
Abstract 3164
Acknowledgment 3165
Ethics Compliance Certificate 3166
Dedication 3167
Table of Contents 3168
List of Figures 3169
CHAPTER ONE THE PROBLEM AND ITS SETTING 3170
 Purpose of the Study 3171
 Research Questions 3171
 Review of the Significant Literature 3172
 Synthesis 3174
 Theoretical and Conceptual Framework 3175
CHAPTER TWO METHOD 3176
 Philosophical Assumptions 3176
 Qualitative Stance of the Study 3176
 Design and Procedure 3177
 Ethical Considerations 3177
 Research Participants 3178
 Role of Researcher 3178
 Data Collection 3178
 Data Analysis 3179
 Framework of Analysis 3179
 Research Instrument 3181
CHAPTER THREE RESULTS AND DISCUSSIONS 3182
CHAPTER FOUR IMPLICATION AND FUTURE DIRECTION OF THE STUDY 3190
 Findings 3190
 Implications 3190
 Future Directions 3190
REFERENCES 3192
APPENDICES 3195
 Letters of Permission to Conduct the Study 3195
 Validation Sheet 3197
 Informed Consent 3200
 Interview Guide 3206
 Transcription of Interviews 3207

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LIST OF FIGURES

Figure Title Page

1 The Conceptual Framework of the Study 3175
2 Analytical Framework of the Study 3180

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CHAPTER ONE
THE PROBLEM AND ITS SETTING
Transformational leaders inspire by crafting a compelling vision and empowering followers to reach their full potential.

“Benard M. Bass”

Transformational school leaders serve as essential catalysts for positive change in education by inspiring a shared vision of
excellence among educators and students. Their emphasis on creativity and innovation creates a dynamic learning environment that
aligns with the evolving demands of 21st-century education. Through effective communication, collaboration, and the cultivation
of trust, these leaders empower their communities, fostering continuous improvement and equipping students with the skills needed
for success in our complex and interconnected world. However, transformational school leaders may encounter challenges such as
resistance to change from entrenched systems and individuals who may prefer the status quo. Additionally, the high expectations
and pressure associated with transformative leadership roles can lead to burnout as these leaders navigate the complexities of
implementing innovative strategies while managing the diverse needs of their educational communities.

According to Daiva et al. (2023), they mentioned by promoting educational innovation, transformational school
leaders envision a future that embraces cutting-edge teaching methodologies, technological advancements, and evolving
educational paradigms. Simultaneously, they foster a collaborative culture by encouraging open dialogue, idea-sharing,
and collective problem-solving among educators, thus creating an environment conducive to positive change and
continuous improvement. This collaborative approach, coupled with empowering others to take on leadership roles,
ensures a sustainable and adaptive educational ecosystem that thrives on creativity and shared responsibility.

In Yemen, transformational leadership was found to exert its influence on teaching performance not only through direct means
but also by significantly impacting the commitment levels of teachers. The study revealed that the relationship between
transformational leadership and teaching performance was mediated by the commitment demonstrated by teachers. This emphasizes
that the effectiveness of transformational leadership in enhancing teaching outcomes is, in part, dependent on the commitment and
dedication it instills in the teaching staff. The findings underscore the intricate interdependence between transformational leadership,
teacher commitment, and the sustained improvement of teaching performance within the educational setting, providing valuable
insights for leaders aiming to optimize educational outcomes through a comprehensive understanding of these relationships
(Mohammed et al., 2023).

A study in Laguna, Philippines, revealed that transformational leadership was notably characterized by key practices. These
leaders exhibited idealized influence by serving as ethical role models, earning trust through their conduct. Inspirational motivation
was evident as leaders actively cultivated shared visions, fostering commitment and enthusiasm within the educational community.
Intellectual stimulation showcased their encouragement of creativity and innovation, promoting critical thinking and adaptability.
Individualized consideration, a pivotal aspect, highlighted leaders' commitment to addressing diverse needs, fostering a supportive
and inclusive educational environment. The findings underscore how transformational leadership practices are not only universally
applicable but also contribute significantly to the positive dynamics of the Philippine educational landscape (Buenvinida & Ramos,
2019).

Meanwhile, in Mindanao, the innovative leadership practices among school principals in implementing the Senior High School
Program align with the principles of transformational school leadership. The findings underscore the transformative role of school
heads in leading, empowering teams, and building connections with stakeholders to ensure the program's success. The
recommendations, emphasizing goal-setting, skill development, and strategic planning, further highlight the transformative nature
of leadership needed to navigate complex educational initiatives effectively (Ortega et al., 2021).

While the study "Systematic Review of Transformational School Leadership in Centralized Educational Contexts" contributes
a comprehensive analysis within the Turkish context, a notable research gap lies in the limited exploration of transformational
leadership experiences in other international centralized educational settings. The focus on a qualitative-descriptive approach with
only five participants from a specific locality, although valuable, may not capture the broader spectrum of diverse experiences
among transformational school leaders globally, leaving a gap in understanding the nuances and variations across different
educational systems. Future research could bridge this gap by incorporating a more extensive and diverse participant pool and
expanding the geographic scope to enhance the study's applicability beyond the specific context of public elementary schools.

The researcher will inquire about transformational leadership behaviors that significantly impact school culture, teacher
effectiveness, and, ultimately, student outcomes. This research endeavors to uncover the profound influence such leadership styles
wield on the overall educational landscape. Finally, the dissemination and publication of this study in the local, national, and
international platforms, presentation in public forums and journal publication could be of great advantage in validating its results
and may also add to the existing pool of knowledge on the inquiry on transformational leadership of school leaders which could be
valuable to future researchers as part of their related literature and studies.

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 Purpose of the Study

The purpose of this study is to discover the lived experiences of transformational school leaders in public elementary schools.
Thus, this study will discuss the experiences of school leaders on transformational leadership, as well as their coping mechanisms
for their weaknesses and their learning insights observed.

 Research Questions
Specifically, this study will seek to answer the experiences of transformational school leaders in public elementary schools.
This study will answer the following questions:

 What are the lived experiences of the school leaders in public elementary schools on transformational leadership?
 What are the coping mechanisms of school leaders in public elementary schools on transformational leadership?
 What educational insights can be drawn from the experiences of school leaders in public elementary schools on transformational
leadership?

Learning all the experiences, including the strengths and weaknesses of the participants, this piece of work would be of
significance to the following within the preview of this chapter:

Department of Education. Examining the lived experiences of transformational school leaders holds immense importance for
this government agency. These leaders, through their innovative approaches and effective strategies, significantly impact school
culture and student outcomes. By gaining insights into their experiences, the department can extract valuable lessons to inform
policies and practices. This knowledge allows for the development of targeted support systems that foster transformative leadership
qualities, ultimately contributing to the overall improvement of the education system.

The Co-school Principal/leaders. As the school leaders of their respective institutions, co-school principals must have a keen
understanding and knowledge of transformational leadership that served as a wellspring of inspiration and practical insights, offering
valuable lessons that can shape their collaborative leadership approach. Co-school principals and school leaders gain a roadmap for
navigating complexities and fostering positive change within their shared leadership roles.

The Teachers. For teachers, as the frontline implementers of educational practices, understanding the leadership journeys of
those who have successfully driven positive change can be an empowering source of inspiration. Teachers could extract practical
strategies and innovative approaches that align with transformative leadership principles, enriching their pedagogical skills and
classroom practices. Moreover, this knowledge equips educators to actively contribute to a school's transformative journey by
fostering a collaborative and supportive environment.

The Students. For the students, it served as a source of inspiration, showcasing the impact of effective leadership on their
educational environment. Understanding these experiences provides students with a valuable perspective on the importance of
positive school culture, innovation, and continuous improvement. By witnessing the outcomes of transformative leadership, students
are encouraged to actively engage in their learning journey, fostering a sense of empowerment and a conducive atmosphere for
academic success.

The Community. The community, composed of the stakeholders, local government units, and private institutions can foster a
sense of shared purpose, as community members witness the positive impact on education. It promotes collaboration between
schools and the community, creating a symbiotic relationship that enhances the overall well-being and success of both students and
the community at large.

The Future Researcher. The experiences of transformational leaders will help future researchers, providing a framework to
explore effective leadership, educational innovation, and their collective impact on school communities and outcomes.

 For Clarity, the Following Terms are Operationally Defined:

Transformational Leadership. Transformational leadership is a leadership style that focuses on inspiring and motivating
followers to achieve exceptional outcomes and exceed their own expectations. Leaders employing transformational leadership foster
a shared vision, encourage creativity and innovation, and create a positive and empowering work environment. This leadership
approach often involves building strong relationships, providing intellectual stimulation, and instilling a sense of purpose and
commitment among team members, leading to transformative and positive changes within the organization.

School Leaders. School leaders encompass a diverse group of individuals holding various roles within educational institutions.
The principal, serving as the chief executive, oversees overall school management and administration. Superintendents operate at a
district level, providing leadership to multiple schools. Department heads, team leaders, and education directors focus on specific
academic areas, fostering coordination and professional development.

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 Review of the Significant Literature

This section presents relevant literature and studies that give clear support to the study. Through a comprehensive review, it
establishes the existing knowledge base, identifies key concepts, and highlights the gaps in current research, providing a solid
foundation for the present investigation and setting the stage for synthesis. Due to the limited literature available, technical terms
will be operationally used and will adopt synonymous terms. Discussions are presented below.

 Transformational Leadership
Transformational leadership involves a leader actively collaborating with subordinates to identify necessary changes within an
organization. The leader goes beyond simply managing tasks and instead fosters a shared vision that inspires and motivates team
members. Through effective communication and engagement, the transformational leader guides the group in executing the
envisioned changes with a committed and cohesive effort, fostering a sense of collective purpose and achievement (Anderson,
2017). In the context of educational administration, Berkovich (2016) advises against abandoning transformational leadership but
advocates for addressing its limitations. The suggestion is to incorporate this leadership approach in schools while actively
mitigating its shortcomings, promoting adaptability to future challenges in the pursuit of sustained positive change.

Additionally, Cherry (2023) defined transformational leadership, as a style, possesses the capacity to instill a positive and
motivational impact on followers. Leaders employing this approach typically exhibit high energy, enthusiasm, and passion, actively
engaging in the process and demonstrating a commitment to the success of each group member. These leaders not only express
concern for the collective progress but also dedicate themselves to assisting every individual within the group in achieving success.
Furthermore, In the realm of education, transformational leadership serves as an exemplary model for educators, including deans,
principals, professors, and teachers, emphasizing the importance of leading through personal example. This leadership style places
a significant emphasis on fostering strong community bonds and aims to motivate both students and educators to reach elevated
levels of accomplishment. Notably, within the educational context, transformational leaders often play a crucial role in inspiring
and nurturing the development of future transformational leaders across various sectors, including industry, government, and all
facets of society (Fontein, 2022).

Fostering a Shared Vision. Mundy (2018) underscores the paramount importance of cultivating a culture within educational
institutions that prioritizes trust, shared vision, and action research for the optimal development of a learning community. This study
reveals that establishing trust is foundational, creating an environment where all stakeholders feel secure in contributing to the
educational discourse. Furthermore, a shared vision emerges as a unifying force, aligning individuals toward common educational
goals and values, thereby fostering a sense of collective responsibility for student learning and well-being. This concludes that the
synergy of trust, shared vision, and action research is instrumental in creating a learning community that is not only academically
successful but also attuned to the holistic development and well-being of each student.

In addition, regular meetings based on shared strategic vision help in designing school development action plans and resolving
challenges, and the involvement of educational stakeholders in developing action plans improves the quality of education. The study
reveals that the active participation of educational stakeholders in the formulation of these action plans contributes significantly to
enhancing the overall quality of education. Through a collective and participatory approach, these meetings not only foster a sense
of shared responsibility but also harness the diverse perspectives and expertise of stakeholders, thereby enriching the planning
process and ultimately optimizing the educational experience for students (Amos et al., 2022).

Also, developing a shared vision is important for creating systemic change in education, as it allows for the incorporation of
diverse viewpoints and concerns into the change process (Williams et al., 2019). This emphasizes the transformative potential of a
shared vision in catalyzing systemic change within education. This shared vision serves as a unifying force that enables the
amalgamation of diverse perspectives and concerns, ensuring a more holistic and equitable approach to educational transformation.
Moreover, by actively involving stakeholders in the development of this shared vision, the process of systemic change becomes not
only more inclusive but also more responsive to the nuanced challenges within education. In essence, the collaborative nature of a
shared vision emerges as a cornerstone for fostering adaptability and innovation in curricular and pedagogical advancements,
thereby promoting a more dynamic and effective learning environment.

Setting High Expectations and Motivation. Boje & Frederiksen (2021) mentioned that setting high expectations of school
leaders is a prevalent approach in the Western world, where these educational stewards are regarded as key agents in driving the
successful implementation of crucial educational reforms. This perspective reflects a deep-seated belief in the pivotal role that school
leaders play, underscoring their importance in steering transformative changes within the education system. The trend of setting
elevated standards for school leaders signals a commitment to fostering excellence and innovation in education, recognizing the
direct influence these leaders wield in shaping the academic landscape. Meanwhile, motivation is intrinsic to the success of a school,
and effective school leaders serve as linchpins in cultivating and sustaining this motivation among teachers. At the helm, school
heads play a pivotal role in providing not only strategic leadership but also in fostering a positive and productive collaboration with
all staff members. Their ability to inspire and engage educators contributes significantly to a thriving educational environment,
where motivated teachers, guided by effective leadership, collectively work towards the school's success and the holistic
development of its students (Ghimire, 2022).

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Additionally, as mentioned by Gonzalez & Surikova (2022) high expectations guide school leaders in their pursuit of
professional development, encompassing a commitment to enhancing practical know-how, fostering opportunities for personal
reflection, and encouraging collaborative sharing with colleagues. This proactive approach to professional growth aligns with the
aspiration to cultivate a friendly atmosphere grounded in shared values, reflecting the leaders' dedication to creating a supportive
and enriching educational environment. Meanwhile, Motivation in school leadership is intricately woven into the interplay of
external factors, including legal and technological dynamics, and internal factors such as school size and staff relationships.
Motivation, as a driving force, hinges on a leader's ability to navigate these influences effectively, shaping a school environment
that inspires both educators and students (Miller, 2018). Successful school leaders adeptly integrate external and internal factors to
foster a motivational atmosphere conducive to achievement and positive outcomes.

Innovative Teaching Practices. Innovative teaching practices, characterized by dynamic and forward-thinking approaches,
have demonstrated substantial positive impacts on student learning outcomes, motivation, engagement, and critical thinking skills.
Transformational school leaders, recognizing the potential of these practices, play a central role in fostering a culture of innovation
within educational institutions. Their visionary leadership empowers educators to embrace and implement creative teaching
methods, thus contributing to a holistic enhancement of student development and preparing them for the evolving demands of the
future (Mandot, 2023). Furthermore, (Rafsanjani et al., 2023) mentioned that innovative teaching practices, encompassing
pedagogical, learning, technological, and social competencies, emerged as robust predictors of lecturers' performance in fostering
innovation. Transformational education leaders are instrumental in cultivating these competencies among their faculty, creating a
supportive environment that encourages continuous growth and development. By prioritizing and nurturing these competencies,
leaders contribute to a culture of innovation, ensuring that educators are well-equipped to deliver engaging and effective teaching
methods that align with the evolving needs of education.

Moreover, Pratap & Chauhan (2022) emphasizes that the critical importance of teachers actively engaging in continuous self-
development to stay abreast of evolving educational practices. Emphasizing the enhancement of technological competencies, the
findings highlight the essential role these skills play in enabling educators to effectively implement innovative teaching methods,
ultimately contributing to a dynamic and progressive learning environment. Additionally, the integration of innovative teaching
methods with traditional approaches, guided by transformational school leaders, reflects a commitment to preparing students for
global challenges. These leaders champion the strategic use of technology, recognizing it as a vital tool that not only enhances
learning effectiveness but also promotes quality education across diverse levels. Through the encouragement of collaborative
teaching and the implementation of multimedia approaches, transformational leaders foster an environment where students not only
engage with course content but also develop real-world problem-solving skills and creative intellect, aligning education with the
demands of the contemporary world (Kumari, 2022).

Individualized Support. Ryabova (2022) asserts that individualized support is imperative for young school leaders, especially
during the early phases of their careers, encompassing psychological, professional, methodological, and economic assistance. As a
school leader, recognizing the unique needs of educators is paramount, necessitating tailored psychological support to navigate the
challenges of the profession. Providing comprehensive professional development, methodological guidance, and economic support
ensures a nurturing environment, enabling these teachers to not only thrive individually but also contribute meaningfully to the
school's overall educational mission. Similarly, providing development opportunities for school leaders is essential, with a particular
emphasis on their personal growth, well-being, and the cultivation of essential qualities needed to thrive in demanding conditions.
Recognizing and addressing the unique challenges each leader faces requires a dedicated commitment to individualized support,
ensuring they receive the tailored assistance necessary for their success and fulfillment in their crucial roles (Importance of personal
development, 2023).

While development opportunities are crucial for school leaders, equal attention must be directed towards nurturing their
personal qualities and providing tailored support to excel in challenging conditions. Individualized support is pivotal, recognizing
and addressing the specific needs and strengths of each leader, fostering a resilient and effective leadership approach that is attuned
to their unique contexts and demands (Mišianiková et al., 2022). Additionally, the study in Malaysia highlights that school leaders
play a significant role in fostering the readiness of Islamic Education teachers to integrate educational applications, showcasing a
high level of support. Baharan et al. (2023) underline the importance of individualized support from school leaders, tailoring their
guidance to the specific needs and context of Islamic Education teachers, ultimately enhancing their preparedness and effectiveness
in utilizing educational applications in the classroom.

Collaboration and Team Building. As mentioned by Aggarwal (2020), collaboration and team building among school leaders
are critical components of effective leadership in schools. This collaborative leadership model involves intricate interactions among
diverse stakeholders such as school leaders, teachers, support staff, and students, shaping a dynamic environment that reflects the
collective intentions and goals of the individuals involved. Further, emphasizing the importance of collaboration, this approach
underscores the value of working together to harness the collective creativity and freedom of all stakeholders within the school
community. By fostering an environment where diverse perspectives are acknowledged and contributions are valued, collaborative
leadership enables the pooling of ideas and resources for the benefit of the entire school. This inclusive and participatory ethos not

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only strengthens the school community but also cultivates a sense of shared ownership and commitment towards achieving common
goals (Woods & Roberts, 2018).

In addition, Raman (2019) claimed that fostering effective teamwork in schools not only streamlines the implementation of
assignments and accelerates goal achievement but also amplifies overall productivity. Central to successful teamwork is the pivotal
role of cooperation, which significantly enhances performance, strengthens interpersonal bonds among staff, and contributes to cost
reduction. To cultivate a spirit of cooperation within the school, the headmaster or principal must actively assume roles as a planner,
coordinator, motivator, and mentor, implementing strategic measures to nurture collaboration among staff members, ensuring that
all teachers and staff provide robust support towards the realization of the school's goals.

Continuous Professional Development. Continuous professional development (CPD) is paramount for the ongoing growth and
effectiveness of school leaders. Research consistently underscores the significance of CPD for experienced principals, highlighting
their recognition of the need for continuous learning to stay abreast of evolving educational trends and best practices. These leaders
often place immense value on engaging in collaborative interactions with professional peers, fostering a culture of shared knowledge
and experiences that ultimately contributes to their own professional improvement and positively impacts the schools they lead
(Sahlin, 2023). Besides, Tanghe & Schelfhout (2023) found that a well-structured professionalization program, incorporating
elements such as the active provision of theoretical frameworks, peer learning within professional learning communities, and the
translation of insights into actionable plans, yields the most robust outcomes for school leaders in terms of school development.
Furthermore, the inclusion of school-specific coaching further enhances the efficacy of the program, providing targeted support that
aligns with the unique needs and challenges of individual educational institutions.

Stutchbury et al. (2022) revealed that effective school leaders play a key role in fostering innovation by embracing learner-
centered leadership approaches. By prioritizing student needs and promoting a learner-centric environment, these leaders empower
teachers to employ innovative teaching methods that cater to diverse learning styles in Zambia. Additionally, leveraging technology
and available resources becomes a key strategy for successful school leaders, enabling them to enhance the overall educational
experience, bridge access gaps, and prepare students for a rapidly evolving, technology-driven world. Likewise, principal leadership
is crucial in shaping impactful teacher professional learning, particularly when transformational leadership approaches are adopted.
Transformational school leaders, through their visionary and inspirational guidance, can build trust among teachers, offer robust
support mechanisms, and foster a collaborative environment, thereby significantly enhancing teacher professional learning and
contributing to improved student learning outcomes (MacLeod, 2020).

Emotional and Well-being Support. The emotional and well-being support offered by school leaders is not only crucial for
addressing the mental health challenges faced by students but also extends to their own emotional and well-being needs. Recognizing
the demands of their roles, school leaders who prioritize their own emotional health set a positive example and are better equipped
to implement effective mental health interventions within the school community. By nurturing their well-being, school leaders create
a resilient and supportive environment that benefits both students and themselves, contributing to a holistic approach to mental
health in schools (Drabenstott et al., 2023). However, school leaders confront recruitment and retention challenges, coupled with
increasing emotional demands and work intensification. The imperative for attention to their personal development and well-being
is underscored by these pressures, emphasizing the need for strategies and support systems that promote the resilience and sustained
effectiveness of school leaders in navigating the complex landscape of educational leadership (Importance of personal development,
2023).

Additionally, Kelly (2023) reveals that school leaders face significant challenges related to workload, indicating a need for
intervention to safeguard their emotional and well-being support. Governments can play a pivotal role by implementing policies
that reduce administrative burdens, allowing school leaders more time for self-care and reflection. Simultaneously, schools can
contribute by providing resources and training that specifically address emotional well-being, equipping leaders with effective
strategies to manage stress and enhance their overall mental health. Also, studies underscores that by bolstering the emotional and
social competency of school leaders, the educational system can serve as a proactive force in preventing and addressing mental
health issues among students and teaching staffs. Transformational school leaders, with their empathetic and inspirational qualities,
are uniquely positioned to model and instill emotional intelligence within the school community. Their focus on fostering positive
relationships, creating a supportive environment, and promoting open communication directly contributes to a school culture that
prioritizes emotional well-being, ultimately aiding in the prevention and effective management of mental health challenges among
students (Parker, Crane & Wood, 2018).

 Synthesis
The above-mentioned review of significant literature and studies discussed the relevance of the transformational leadership of
school leaders. Transformational leadership catalyzes positive changes by fostering a shared vision, setting high expectations, and
motivating stakeholders. Through innovative teaching practices, leaders inspire a culture of adaptability and creativity.
Individualized support ensures each student thrives, promoting inclusivity. Collaboration and team building foster a united
educational front. Continuous professional development empowers educators, enhancing teaching practices. Prioritizing emotional
well-being creates a supportive atmosphere. Collectively, these factors transform the school culture, fostering a dynamic, student-

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centered environment that not only improves teaching practices but also significantly enhances student outcomes, promoting holistic
growth and academic success.

 Theoretical and Conceptual Framework

This study is anchored on the Transformational Leadership Theory of James V. Downtown (1973) and developed by Bass
(1990) which explains that leaders are characterized by inspiring and motivating their followers to achieve extraordinary outcomes
and, in the process, elevate the followers' capabilities and expectations. The central idea is that these leaders encourage their team
members to transcend their own self-interests for the sake of the collective or organizational goals. This style is often contrasted
with transactional leadership, where leaders focus on more routine, task-oriented aspects of management. Furthermore,
transformational leadership significantly impacts employee engagement by cultivating a workplace culture characterized by
collaboration, empathy, trust, and genuine concern for each employee. Leaders who embody these characteristics foster a sense of
purpose and connection among employees, leading to increased motivation, job satisfaction, and a willingness to go above and
beyond in their roles (Ladkin & Patrick, 2022). In the realm of school leadership, transformational leadership theory asserts that
leaders shape the educational environment by inspiring academic excellence, promoting innovative teaching, and exemplifying
ethical behavior, fostering a positive and thriving learning community for both educators and students.

It is also supported by Goal Setting Theory of Edwin A. Locke (1968) and Dr. Gary P. Latham (1989) which emphasizes the
importance of setting clear and specific goals to enhance performance and motivation. It states that specific and challenging goals
along with appropriate feedback contribute to higher and better outcomes. In simple words, goals indicate and give direction to an
employee about what needs to be done and how much effort is required to be put in (Locke & Latham, 2013). In an educational
context, the Goal Setting Theory by Locke and Latham underscores that establishing clear and challenging academic goals, coupled
with feedback mechanisms, enhances student and teacher motivation, effort, and overall performance, fostering a more productive
and engaging learning environment.

The conceptual framework of the study is presented in figure 1. As seen in the figure, there are three interconnected variables.
The transformational leadership of school leaders inquiry gives the opportunity to researchers gain insights into effective leadership
practices, identify success factors, and understand the impact on school culture, thereby contributing to the improvement of teacher
and student outcomes in educational settings. Moreover, this will open ideas on how these leaders navigate challenges, manage
stress, and sustain their effectiveness, reveal their coping mechanisms. Furthermore, exploring the educational insights of
transformational leaders would uncover innovative pedagogical approaches, effective strategies for fostering a positive learning
environment, and valuable perspectives that contribute to the enhancement of overall educational practices and outcomes.

Fig 1 The Conceptual Framework of the Study

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CHAPTER TWO
METHOD
This section outlines the methodology employed in the study. It includes philosophical assumptions and qualitative
assumptions, research design, participant selection, ethical considerations, researcher's role, data collection methods, data analysis
procedures and trustworthiness of the data.

 Philosophical Assumptions
Ontology. Perceptions of reality are subjective and diverse, indicating that each individual's understanding and interpretation
may vary. Ontology, in turn, refers to the examination of the fundamental nature of reality (Creswell & Poth, 2018). It involves the
assumptions researchers hold to find meaning or coherence in something (Scotland, 2013).

I consider myself to be more than qualified to contribute my experiences and observations on the transformational leadership
of school leaders in the Department of Education. My firsthand insights, shaped by the multifaceted and subjective nature of
leadership reality, enrich the study by providing authentic perspectives and contributing to a nuanced understanding of effective
leadership practices. I can deal with information that may come out during the discussion of the study with the participants using
my expertise.

Epistemology. In alignment with epistemological assumptions, I aimed to bridge the divide between my personal perspective
and my role as a researcher. Epistemology explores the nature and breadth of knowledge, delving into the processes through which
individuals attain understanding and discern truth (Creswell & Poth, 2018).

Besides being a researcher, I felt compelled to take part in the entire discussion because I “myself” am a school leader. I assure
you that, regardless of what occurs throughout the study, my role as a researcher would not impede my capacity to express my ideas
to the participants. I consciously navigated the intersection of personal perspectives and the researcher's role, acknowledging the
influence of my epistemological stance. I seek to comprehend how knowledge is constructed, valuing diverse ways of knowing and
aiming for a nuanced understanding that reflects the complex and multifaceted nature of truth.

Axiology. Axiology in research pertains to the role of values. Quantitative research, adopting a positive stance, distinguishes
between facts and values. It treats facts as objective truths while considering values subjective and potentially misleading, hindering
the pursuit of absolute truth (Given, 2018). The axiological presumption is the favoring of objectivity over subjectivity. In contrast,
in qualitative research, the researcher transparently discloses personal values and biases influencing the study, acknowledging the
inherent value-laden nature of the collected data (Creswell & Poth, 2018).

In the context of my inquiry on transformational leadership of school leaders, I recognized the axiological stance that
emphasizes transparency. I openly acknowledged my values and biases, fostering an awareness of their impact. This approach
ensured an ethical exploration, allowing the study to navigate the subjective elements inherent in leadership research with integrity.

Rhetoric. In rhetorical assumptions, qualitative research doesn't aim for absolute truth or omniscience. Instead, it revolves
around reporting the participants' perspectives, acknowledging the subjective nature of reality, and recognizing that the researcher
is a facilitator in understanding and interpreting rather than an objective truth-seeker (O’Neil, 2018).

In adopting a rhetorical point of view, I shaped study materials informally, prioritizing my voice over rigid internal and external
validity concerns. I emphasized terms such as credibility, transferability, dependability, and confirmability, dedicating attention to
participants' gestures and nuances, particularly in exploring their nuanced thoughts on the topic. This approach aligned with a
qualitative emphasis on understanding subjective realities and valuing the richness of participant perspectives.

 Qualitative Stance of the Study

Qualitative methodology involves a systematic exploration of social phenomena within their natural contexts, encompassing
various aspects of human experiences, behaviors, organizational dynamics, and interpersonal relationships. In qualitative research,
the researcher serves as the primary instrument for data collection, delving into the reasons behind events, describing occurrences,
and interpreting the significance of these events from the perspective of the participants under study. (Aspers et al., 2019). With
this, the researcher interpreted the experiences of school leaders in transformational leadership since they were involved in human
activities. When embarking on any qualitative study, the researcher will consider how their ideas about the subject may influence
the research process, selecting a suitable working strategy. A stringent qualitative investigation necessitates a harmonious alignment
among the researcher's belief system supporting the chosen approach, the research question, and the research methodology. Utilizing
the initial challenge as a specific example, the researcher enhanced the understanding of how different techniques structure
qualitative research. The researcher prioritized the safety and well-being of participants, remaining vigilant about any potential harm
that might arise during the study's implementation.

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Extra care has been taken to prevent any breaches of confidentiality, ensuring that information is not disclosed to others. This
not only safeguards participants against potential psychological, social, and legal harm but is also crucial when researching sensitive
topics (University of Virginia, 2020). Several effective strategies were employed to safeguard personal information, such as utilizing
secure data storage methods, eliminating identifier components, modifying biographical details, and employing pseudonyms (for
names of individuals, places, and organizations) (Bloor & Wood, 2006). The research ethics committee sought documented evidence
through a written, signed, and preferably witnessed verification of consent.

 Design and Procedure

In this study, a qualitative research approach was utilized, specifically employing phenomenology. Qualitative research entails
the collection and analysis of non-numerical data to comprehend concepts, opinions, or experiences, serving to gain profound
insights into a problem or generate novel ideas for further research. This methodology stands in contrast to quantitative research,
which involves the collection and analysis of numerical data for statistical purposes. Qualitative research is commonly applied in
the humanities and social sciences, encompassing disciplines such as anthropology, sociology, education, health sciences, history,
and others (Khan, 2014). Furthermore, qualitative research constitutes a naturalistic inquiry process aiming to attain a profound
comprehension of social phenomena within their native environment. Its emphasis lies on exploring the reasons behind social
phenomena rather than merely identifying the phenomena themselves, relying on the firsthand experiences of individuals who act
as meaning-makers in their daily existence (University of Texas Arlington Libraries, 2021). Additionally, qualitative research is
characterized as a market research approach concentrated on gathering data through open-ended and conversational communication,
as articulated by QuestionPro (2021).

This study employed phenomenology, which involves examining the structures of consciousness from a first-person
perspective. The primary aspect of an experience in phenomenology is its intentionality, signifying its directedness toward an object,
as it represents an experience of or about that object. Phenomenology, as a field, is distinguishable from, yet connected to, other
fundamental branches of philosophy such as ontology, epistemology, logic, and ethics (Stanford Encyclopedia of Philosophy, 2003).
Furthermore, the study of consciousness structures from a first-person standpoint is a key focus of phenomenology. The central
feature of an experience is its intentionality, where it is oriented toward something, serving as an encounter with or representation
of an object (Husserl & Merleau-Ponty, 2018). Additionally, the primary aim of phenomenology was the direct exploration and
description of phenomena as consciously experienced, devoid of theories about their causal explanations, and as uninfluenced as
possible by unexamined preconceptions and presuppositions (Spielberg, 2017).

 Ethical Considerations
The planning of a study necessitates a comprehensive grasp of its purpose, direction, and the ethical considerations integral to
research. In conducting this study, strict adherence to ethical standards was maintained to avoid any infringement of participants'
rights. Ensuring participants willingly engaged in discussions, prioritizing their safety, and preserving the confidentiality of their
identities were key ethical commitments. The research took place in environments where participants communicated in both their
local language and English, introducing ethical considerations related to cultural boundaries, translation challenges, and perceptions
of power and authority. Emphasizing the significance of English as a Second Language research conducted by teacher-researchers
in contexts where ethical concerns might not be formally addressed, this chapter delves into the ethical guidelines contextualized
and considered by researchers in the field of EAL. Several of these principles were explored in the subsequent discussion.

First was the informed consent. Through the informed consent process, participants were made aware of what was expected
from them. The purpose of obtaining informed consent was to establish full trust with participants by ensuring they comprehended
their roles. Participants in this study were invited to join voluntarily, with an emphasis on their right to participate or withdraw, and
a guarantee of confidentiality for their records. Informed consent forms were distributed before data collection, and participants had
to submit these forms before being allowed to participate, which was a mandatory step. The informed consent process involved
face-to-face administration. To ensure participant safety, the researcher adhered to safety protocols mandated by the country.

Second was peer debriefing. To enhance the future validity of the research, peer debriefing involves discussions with one or
more peers who were not personally involved in the research. This provides a knowledgeable and objective peer with the opportunity
to analyze and evaluate future transcripts, research methods, and conclusions. Qualitative researchers will employ this technique in
the future to explore their procedures impartially and independently, contributing to the credibility of their research. This was done
as the discussion in the focus group (FGD) exposed the researcher to uninterested peers. Third, information was taken during the
interview, and FGD was kept confidential. The study adhered to the Data Privacy Act of 2002, ensuring that the data cannot be
traced back to their real sources to safeguard their identities. Consequently, great care was taken to guarantee the anonymity of the
data sources and the de-identification of any shared/read personal information. The responses of the teachers, acting as respondents,
were handled with complete confidentiality. All these measures are governed by the principle that disclosing any information about
those involved in the study would constitute a serious breach of ethical standards.

The fourth consideration was intrusiveness. The respondents' time and convenience weren’t interrupted, and the data gathering
was conducted at their most secure and available time. A communication letter was sent ahead of time to address this concern,
allowing them to make necessary arrangements with their schedules, and the focus group discussion (FGD) was conducted face-to-

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face. It is crucial to note that unethical research is likely to make participants and researchers feel exposed and vulnerable. Therefore,
the researcher's unethical actions can compromise the validity and reliability of the data obtained.

 Research Participants
The participants for this study were the school heads from the Department of Education, specifically in Public Elementary
Schools in the Division of Mati City. To ensure that the data derived from the participants were sufficiently rich, the members of
the said school qualified for the study. It consisted of 10 -12 school heads purposefully selected by the researcher to participate in
the in-depth interview (IDI) and join the focus group discussion (FGD). The members of the discussion were chosen based on their
firsthand experience with events in the school, serving as the primary source of information for this investigation.

For both in-depth interviews (IDI) and focus group discussions (FGD), participants were selected using the purposive sampling
technique. Purposive sampling, also known as judgmental or expert sampling, is a form of nonprobability sampling. The primary
aim of employing purposive sampling in the future is to create a sample that can be logically assumed to represent the population,
especially when the population is not well defined in non-probability sampling (Lavrakas, 2018). Unlike quantitative analysis,
qualitative research will necessitate a smaller sample size, sufficient to gather ample data for exploring the characteristics of master
teachers providing technical assistance and addressing the research questions thoroughly. In this study, a non-probability sampling
method was used when the characteristics required in the samples were rare and challenging to find in the Research Methodology.

Five school heads were participating in the in-depth interview and another five school heads in the focus group discussion.
Each participant was assigned specific codes to conceal their identities, allowing them to express their opinions and knowledge on
transformational leadership of school leaders freely. Participants underwent face-to-face interviews, with strict adherence to
maximum health protocols imposed by the ongoing pandemic.

This assertion finds backing in Guest (2019), where it was noted that discussions in qualitative research were influenced by
the opinions and emotions of the respondents. Predominantly, qualitative research was conducted through direct, in-person
interactions, frequently involving focus groups comprising five participants. Before the discussion, the participants were provided
with a brief background of the research environment. The study was conducted in Schools in the Division of Mati City, where
schools offer complete primary and elementary education.

Data Sources. The data was derived from participants' responses to the questions presented to them. These questions were
outlined in the interview guide and were based on the study's purpose. Participants' responses during the conduct of future focus
group discussions (FGD) and in-depth interviews (IDI) were meticulously recorded. This research aimed to offer comprehensive
and detailed insights into teachers' experiences with the technical assistance provided by their master teachers, enabling readers to
assess how this information and the findings can be transferred to other settings. In the introduction, participants received a brief
overview of the study, aligning with Creswell (2017) recommendation that initiating from the beginning can significantly enhance
readers' comprehension of the study.

 Role of Researcher
Before the interview proper, I undertook the responsibilities of a recruiter and enlister of participants, ensuring adherence to
proper protocols in recruitment and enlistment. In the process of data gathering, I took on the roles of an interviewer and facilitator.
During the interview, I served as a facilitator to extract participants' insights and views regarding their experiences with
transformational leadership. Simultaneously, I immersed myself as an observer to record details about the participants, their
interactions, and the environment. Also, I undertook the role of transcriber where I am responsible for converting recorded or
observed data into a written format. This includes transcribing interviews, focus group discussions, or any other qualitative data
sources, as accurate transcription is crucial for maintaining the integrity of the data. Finally, I have undertaken the role of data
analyst, as I engage in the systematic examination and interpretation of the data. Hence, I used various analytical techniques, such
as thematic analysis or content analysis, to uncover the underlying meanings and implications embedded in the qualitative data
necessary for the success of the data gathering.

 Data Collection
To initiate the data gathering process, the researcher drafted a letter to the Graduate School Dean of Rizal Memorial Colleges,
seeking consent for the data gathering. Subsequently, ethical clearance was sought from the school's Research Ethics Committee.
Once all necessary certifications were obtained, the researcher sought approval from the Schools Division Superintendent of the
Division of Mati City for the data gathering, involving selected school heads in public elementary schools as participants. The
approved request letter was presented to the school principal during a courtesy call at the school head's office. Before commencing
the data gathering, the researcher requested assistance from other teachers or staff members.

Mishra (2016) highlighted in an interview that Focus Group Discussion (FGD) holds immense importance and high value in
qualitative research, as it underscores the need for a detailed and holistic description of an activity or situation. Interviews, as per
Murray (2005) and Murray & Brubaker (2008), offer the advantage of encouraging informants to be more careful and diligent in
responding due to the researcher's serious commitment to their opinions. Furthermore, interviews serve as a guide for the researcher

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to stimulate the informant's insight into deeper experiences, allowing for the exploration of unanticipated issues. Open-ended
questions in the interview guide facilitate deviation from a pre-arranged script, enabling changes in the wording or order of questions
(Opie, 2014). Interviews not only promote reflection and relaxation but can also serve as a cathartic experience for the informant.

Moreover, according to Nyumba et al. (2018), a focus group is characterized by a small assembly of individuals convened by
a trained moderator (the researcher) to delve into attitudes, perceptions, feelings, and ideas concerning a particular topic. In a focus
group interview, a context is created for a relatively similar group to contemplate the questions posed by the interviewer.

To establish rapport and trust with the participants, the researcher engaged in communication with them via Facebook
Messenger or face-to-face interactions. The purpose was to get to know them better and provide a more explicit explanation of the
research study's objectives and the specific information being sought. Prior to commencing the actual interviews, the researcher
ensured the participants felt at ease by engaging in casual conversation. At the beginning of both the Focus Group Discussion (FGD)
and In-Depth Interview (IDI), the researcher personally expressed gratitude to the participants for their involvement in the research,
followed by a brief overview of the group's purpose. The researcher then clarified why the participants were chosen for the interview,
emphasized confidentiality rules, and allowed them the opportunity to sought clarifications or ask questions. Subsequently, the
questions were introduced one by one, and to foster discussion, probing questions were posed. The researcher took care to ensure
that all participants have the opportunity to respond to the questions, and the use of the mother tongue (Bisaya) was encouraged for
ease of communication.

 Data Analysis
In analyzing the data, the following tools were presented and discussed below.

Textual data obtained from the focus group discussion was subjected to thematic analysis. In this process, I integrated the use
of thematic analysis, which was an inductive and iterative approach to qualitative data analysis, transforming data into findings
(Patton, 2020). While there are various methods for analyzing phenomenological data, I adopted Moustaka’s modification of the
Stevick Collaizzi-Keen method, as explained by Creswell (2007). Following this method, the initial step involves bracketing my
own experiences. Although it is challenging to eliminate biases entirely in qualitative inquiry, I adhered to Moustakas' (1994)
perspective that emphasizes the researcher's complete receptivity to the informants' responses.

This study utilized triangulation techniques for data gathering, recognized as a valuable approach for capturing comprehensive
details in research, regardless of the study's scale (Holland, 2009). Additionally, Nightingale (2020) highlights that triangulation
involves analyzing results from the same study using various data collection methods, serving three main purposes: enhancing
validity, providing a more in-depth understanding of a research problem, and examining diverse perspectives on a research problem.
Triangulating sources, methods, and results was crucial to verify the validity of data gathered from participants, identify patterns,
highlight teachers' insights into the traits of school heads applying transformational leadership approach, and crystallize findings or
create themes during data analysis.

The subsequent step involved compiling a list of significant statements extracted from interviews and other data, focusing on
participants' experiences in teaching and addressing challenges. Each statement, considered valuable, and retained, while irrelevant
or repetitive statements were excluded, retaining only the most pertinent information aligned with the study's purpose.

The clustering of the remaining statements into themes or meaningful units followed. The researcher analyzed participants'
responses to intellectualized statements expressing and implying meanings, constructing a description of the teachers' experiences
in the study. This description elucidated the occurrences and included direct quotations from the teachers' statements, termed by
Creswell (2007) as a textural description of experiences.

Triangulation, as highlighted by Noble and Heale (2019), was employed to enhance the credibility and validity of research
findings. Credibility, synonymous with trustworthiness, pertains to how believable a study was, while validity concerns the extent
to which a study accurately reflects or evaluates the concepts or ideas under investigation. Triangulation, achieved through
combining theories, methods, or observers in a research study, served to overcome inherent biases that may arise from using a single
method or observer. This approach facilitated the exploration and explanation of complex human behavior by employing various
methods to offer a more balanced explanation to readers.

 Framework of Analysis
The researcher aimed to gather important information that benefited the study once the interviews and focus group discussions
with the identified participants concluded. The processes outlined in the framework below (Figure 2), adapted from Giorgi's four-
phase phenomenological technique (Ojala, 2018) was followed. Probing questions were directed to the selected participants based
on the objectives of this study, as outlined in the question matrix provided in the appendices. The group interview was anticipated
to last for about 45 to 60 minutes, and the interviews were transcribed using an audio recorder as a guide. The data investigated
using a phenomenological approach, as depicted in the diagram above.

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In the first step, as a researcher, I read each interview multiple times and created a detailed description of each participant's
experience on their respective journey. In the second phase of data collection, the participants' own words or expressions were
utilized to discriminate meaning units of their experiences from each participant's transcription. They were encouraged to use their
own language to find subjective meaning units related to the state of reading programs for slow readers in primary education. The
experiences described and data collected were subjected to thematic content analysis.

The generated themes were structured in a way that prioritizes the most important ones, reflecting how they relate to one
another. The participants' expressed experiences were used to describe and display the importance of each topic, supported by
significant literature from related fields. A subjective meaning network was formed by this ordered collection of meaning structures,
and a relevant perspective was developed to describe the entire experience and journey of each participant.

Fig 2 Analytical Framework of the Study

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 Trustworthiness of the Data

Trustworthiness or rigor in a study, referring to the degree of confidence in data, interpretation, and methods to ensure the
study's quality (Pilot & Beck, 2014), was established by the researcher through protocols and procedures. These were essential for
the study to be deemed worthy of consideration by readers, encompassing credibility, transferability, dependability, and
confirmability.

Credibility, equivalent to internal validity and focusing on the aspect of truth (Korstjens & Moser, 2018), was addressed by
implementing member checking. Participants were asked to review the collected data and the interpretation during the interview,
allowing them to verify their statements.

Transferability, involving the generalization of study findings to other situations and contexts (Devault, 2019), was considered
by recommending further research to cover all elementary schools in Mati City Division, given that only school heads in public
elementary schools were participants in this study.

Confirmability, requiring that procedures and results are free from bias, prioritizes the neutrality of the data, as emphasized by
Lincoln and Guba (1985). The researcher ensured that all data and findings were derived from participants' answers.

Dependability, synonymous with reliability, qualitative research is achieved when the work is repeated in the same context,
with the same methods and participants, resulting in similar outcomes (Shenton, 2014). To enhance dependability, the researcher
maintained a personal journal throughout the study, documenting how data were gathered, how the analysis was conducted, and
how the findings were arrived at (Merriam, 2002).

In this phase, the language was changed to reflect a third-person perspective. In the synthesis, the determination of the essential
theme of the participants' journey was extracted from the meaning structures of all participants.

 Research Instrument
A semi-structured interview guide, following Bird (2016), was formulated as the research instrument for this study. This guide
consisted of a defined set of questions aligned with the study's objectives and was utilized during in-depth interviews and focus
group discussions with participants. The interview guide questions have undergone validation by expert panels and the research
adviser, ensuring efficacy, relevance to the subject, and adherence to ethical considerations. This rigorous approach bolstered
participants' confidence and comfort levels, leading to rich and dependable data collection. Furthermore, a guide and specific rules
were established to maintain interview consistency, enhancing the trustworthiness of the findings. To capture participants'
perspectives effectively, it was recommended to translate the guides into local languages and pilot test the translations for accuracy
and clarity.

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CHAPTER THREE
RESULTS AND DISCUSSIONS
In this chapter, the results obtained from the analysis of the interview data were presented. The findings highlighted key themes
that emerged during the analysis, which were discussed comprehensively to address the study's objectives.

Before going into the discussion, it is crucial to establish the symbols used for presenting quotations from study participants'
responses. In the transcribed interviews, codes (P1 to P10) are employed to represent individual participants.

 Experiences of School Leaders in Public Elementary Schools on Transformational Leadership

Figure 3 illustrates the experiences of school leaders in public elementary schools in Mati City on transformational leadership.
These experiences revolve around three major themes: Fostering a shared vision, setting high expectations and motivation, and
innovative teaching practices. These themes encapsulate the teachers' experiences with transformational leadership.

In adherence to research ethics and to ensure participant privacy, responses were anonymized using codes (P1-10),
corresponding to participant numbers 1 to 10. These codes are indicated in the interview transcription provided in the Appendices.

As a school leader, myself, I have encountered numerous stories, sentiments, feelings, and emotions related to school leaders’
experiences with transformational leadership. Based on the study results, three prominent themes emerged during the discussion.

Fostering a shared vision. This represents the primary theme within the lived experiences of school leaders on transformational
leadership. Shared vision serves as the cornerstone, establishing an atmosphere in which all stakeholders are confident in their
contributions to educational discourse. Additionally, it acts as a cohesive force, uniting individuals towards mutual educational
objectives and values, fostering a collective commitment to student learning and well-being. Cultivating a culture in educational
institutions that places trust, shared vision, and action research at the forefront is of paramount importance for the optimal growth
of a learning community (Mundy, 2018). In my perspective, emphasizing a shared vision within educational settings is akin to laying
a solid foundation. It not only promotes an environment where all involved parties feel secure in expressing their views but also acts
as a binding agent, aligning diverse individuals towards common educational objectives and values. This shared vision, in turn,
cultivates a sense of collective responsibility for the overall well-being and learning experiences of students. To validate the lived
experiences of the participants, the following statement was revealed:

“Collaborative effort is not only beneficial for learners but also for teachers, staff, and school head. It contributes to a positive
and supportive school climate that enhances the overall learning and working experience for everyone involved”. (P5).

Transformational leadership is a style characterized by its ability to generate a positive and motivational influence on those
being led. Leaders utilizing this method usually display elevated levels of energy, enthusiasm, and passion. They actively participate
in the process, showcasing a strong dedication to the success of each team member. These leaders not only show a genuine interest
in the overall advancement of the group but also commit themselves to aiding each individual within the group in attaining success.
In the field of education, transformational leadership stands out as an exemplary model for educators, including deans, principals,
professors, and teachers. It underscores the significance of leading by personal example (Cherry, 2023).

In my view, the portrayal of transformational leadership underscores its impactful and motivating qualities. The emphasis on
leaders exhibiting high energy, enthusiasm, and a genuine commitment to both individual and collective success resonates with the
idea of creating a positive and purpose-driven environment. The application of transformational leadership in education, particularly
the emphasis on leading by personal example, aligns with the notion of inspiring others toward excellence. Overall, it presents a
leadership style that transcends mere management, prioritizing the holistic development and success of individuals and groups. To
validate the lived experiences of the participants, the following statement was revealed:

“When there is a collaborative effort, where individuals work together towards common objectives, it will increase trust and
camaraderie, creating a supportive environment where everyone feels valued and motivated.” (P2)

In the educational domain, transformational leaders serve as catalysts, playing a pivotal role in inspiring and nurturing the
emergence of future transformational leaders in sectors ranging from industry to government and society as a whole (Fontein, 2022).
These educators go beyond traditional teaching roles, acting as mentors and exemplifying transformational leadership traits. By
infusing enthusiasm, passion, and a dedication to individual success into the learning environment, they foster a culture that shapes
students to become not only knowledgeable professionals but also principled and visionary leaders.

I believe the influence extends beyond the classroom, as these inspired individuals carry the transformative ethos into their
respective fields, contributing to the cultivation of a broader leadership culture that prioritizes positive impact, innovation, and
societal advancement. Fontein's insights underscore the crucial role of education in shaping the trajectory of leadership across
diverse sectors. Most of the participants expressed their personal feelings:

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“Collaborative efforts of all stakeholders contribute to a positive and supportive school culture so it could be productive
results among stakeholders.” (P3)

“Collaborative efforts contribute to a positive and supportive school culture by fostering a sense of community, promoting
open communication, building strong teams, encouraging mutual support, distributing responsibility, stimulating innovation,
increasing engagement, providing positive role modeling, developing conflict resolution skills, and celebrating shared successes”.
(P4)

Mundy (2018) emphasizes the critical need for educational institutions to cultivate a culture centered on trust, shared vision,
and action research to foster an optimal learning community. The study underscores that building trust is fundamental, creating an
environment where all stakeholders feel secure in contributing to educational discussions.

From my perspective, the shared vision serves as a powerful force, uniting individuals towards common educational goals and
values, and fostering collective responsibility for student learning and well-being. The study strongly asserts that the synergy of
trust, shared vision, and action research is crucial for creating a learning community that excels academically and prioritizes the
holistic development of each student. This underscores the transformative potential inherent in a culture that values trust, a shared
vision, and evidence-based practices.

Setting high expectations and motivation. This is the second main theme addressing the lived experiences of school leaders of
public elementary schools on transformational leadership. Establishing demanding standards for school leaders is a common strategy
in the Western world, viewing these educational leaders as crucial facilitators for the effective execution of significant educational
changes. This viewpoint highlights a strong conviction in the essential role played by school leaders, emphasizing their significance
in guiding substantial transformations within the education system. The inclination toward imposing high expectations on school
leaders demonstrates a dedication to promoting excellence and creativity in education, acknowledging the significant impact these
leaders have on shaping the academic environment (Boje & Frederiksen, 2021).

In my opinion, setting high expectations for school leaders in the Western world reflects a commendable commitment to
fostering excellence and innovation in education. Recognizing the pivotal role these leaders play in driving transformative changes
within the education system underscores their importance in shaping the academic landscape. While this approach is beneficial, it's
crucial to ensure that the expectations are realistic and accompanied by the necessary support to prevent burnout and facilitate
successful implementation. This was validated by my participant's comments.

“High expectations set by a good leader contribute to a culture of continuous improvement within the school through firm
leadership of the school head”. (P3)

“Setting high expectations as a leader motivates individuals, fosters a sense of accountability, and promotes regular reflection,
all of which contribute to a culture of continuous improvement within the school”. (P4)

Motivation is crucial for a school's success, and school leaders are essential in nurturing and maintaining this motivation in
teachers. School heads, in particular, play a crucial role by offering strategic leadership and promoting positive and productive
collaboration among all staff. Their skill in inspiring and involving educators is instrumental in creating a flourishing educational
atmosphere. In such an environment, motivated teachers, under effective leadership, collaboratively strive for the school's success
and the comprehensive development of its students (Ghimire, 2022). I believe that the role of school leaders in fostering motivation
among teachers is paramount for a thriving educational environment. Effective leadership goes beyond just strategy and extends to
creating a positive and collaborative atmosphere. When school heads inspire and engage educators, it sets the stage for collective
efforts toward both the school's success and the holistic development of students.

Moreover, Gonzalez and Surikova (2022) emphasize that school leaders are guided by high expectations in their endeavors for
professional development. This involves a dedication to improving practical skills, providing opportunities for personal reflection,
and promoting collaborative sharing among colleagues. The proactive stance towards professional growth is in harmony with
cultivating a positive atmosphere based on shared values, showcasing the leaders' commitment to fostering a supportive and
enriching educational environment. This is supported by my participant's notions:

“High expectations set by leaders serve as a catalyst for continuous improvement by fostering a culture of excellence,
accountability, and a commitment to ongoing learning and growth within the school community” (P5).

“When leaders communicate and uphold ambitious standards it inspires a collective commitment to excellence. This fosters a
mindset of continuous learning and improvement. As a result, the school becomes more adaptive and strives for ongoing
enhancement” (P2).

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Motivation within school leadership is intricately connected to the complex interplay of external elements, encompassing legal
and technological dynamics, alongside internal factors like school size and staff relationships. The effectiveness of motivation, as a
propelling force, relies on a leader's skill in navigating these influences adeptly, molding a school environment that serves as
inspiration for both educators and students (Miller, 2018). Accomplished school leaders skillfully blend external and internal factors
to cultivate a motivational atmosphere that fosters achievement and positive results.

I believe that motivation in school leadership is a nuanced dance between external factors like legal and technological dynamics
and internal elements such as school size and staff relationships. A leader's ability to navigate this intricate interplay is pivotal,
shaping an environment that genuinely inspires both educators and students. Successful school leaders, in my opinion, demonstrate
a knack for seamlessly integrating external and internal factors, creating a motivational atmosphere that propels achievement and
fosters positive outcomes.

Innovative teaching practices. This is the third main theme under the lived experiences of school leaders of public elementary
schools on transformative leadership. Innovative teaching practices, marked by dynamic and progressive approaches, have shown
significant positive effects on student learning results, motivation, engagement, and critical thinking abilities. Transformational
school leaders, acknowledging the potential of these methods, play a key role in cultivating an innovative culture within educational
institutions. Their visionary leadership empowers educators to adopt and apply imaginative teaching approaches, thereby
contributing to a comprehensive improvement in student development and readiness for the evolving demands of the future (Mandot,
2023). The participants revealed the following:

“Praising learners whose reading ability improves can boost their confidence to strive for excellence. Praising teachers for
the punctual submission of required reports makes the whole faculty adaptive to it” (P2).

“My examples were all my teachers doing their best to produce quality learners”. (P3)

Innovative teaching practices, spanning pedagogical, learning, technological, and social competencies, serve as robust
predictors of lecturers' performance in fostering innovation. Transformational education leaders play a pivotal role in cultivating
these competencies among their faculty, establishing a supportive environment that encourages continuous growth and development.
Prioritizing and nurturing these competencies contributes to a culture of innovation, ensuring that educators are well-equipped to
deliver engaging and effective teaching methods that align with the evolving needs of education (Rafsanjani et al., 2023). Innovative
teaching practices, encompassing various competencies, are key indicators of instructors' success in fostering innovation.
Transformational education leaders play a crucial role in developing these skills among faculty, fostering a supportive environment
for continuous growth. This prioritization of competencies contributes to an innovative culture, ensuring educators are well-prepared
to deliver effective teaching methods aligned with evolving educational needs. More statements from the participants are as follows:

“Recognizing the diversity of student abilities, a teacher influenced by high expectations might adopt a differentiated
instruction approach. This involves tailoring lessons to meet individual learning needs, providing additional challenges for
advanced learners, and offering support for those who may need extra assistance. This approach ensures that all students are
appropriately challenged and engaged in the learning process” (P4).

The critical importance of teachers actively engaging in continuous self-development to stay abreast of evolving educational
practices. Emphasizing the enhancement of technological competencies, the findings highlight the essential role these skills play in
enabling educators to effectively implement innovative teaching methods, ultimately contributing to a dynamic and progressive
learning environment (Pratap & Chauhan, 2022). The imperative for teachers to consistently engage in ongoing self-development
to keep pace with evolving educational practices is undeniable. I believe that emphasizing the improvement of technological
competencies is crucial, as these skills empower educators to adeptly implement innovative teaching methods. Such dedication to
professional growth not only benefits teachers individually but also collectively contribute to creating a dynamic and progressive
learning environment, aligning education with the ever-changing needs of students.

“Encouragement and high expectations can shape teaching approach to create a more dynamic, engaging, and supportive
learning environment for students” (P5).

Furthermore, the incorporation of innovative teaching methods alongside traditional approaches, led by transformative school
leaders, demonstrates a commitment to preparing students for global challenges. These leaders endorse the strategic use of
technology, recognizing its significance in enhancing learning and promoting quality education. By encouraging collaborative
teaching and utilizing multimedia approaches, they foster an environment where students engage with course content, develop real-
world problem-solving skills, and cultivate creative thinking, aligning education with the demands of the contemporary world
(Kumari, 2022).

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I firmly believe that blending innovative and traditional teaching approaches under transformative leadership is key to
preparing students for the challenges of a globalized world. Recognizing technology as a strategic tool emphasizes its crucial role
in enhancing learning and ensuring quality education. Encouraging collaborative teaching and multimedia strategies not only
engages students with course content but also cultivates essential problem-solving skills and fosters creative thinking, essential
attributes for success in the modern era.

Fig 3 Emerging Themes on the Lived Experiences of School Leaders of Public

Elementary Schools on Transformational Leadership

 Coping Strategies of School Leaders of Public Elementary Schools on Transformational Leadership.

Figure 4 shows the coping strategies of school leaders of public elementary schools on transformational leadership. The
experiences of these school leaders were geared toward three major themes namely: Individualized support, collaboration and
teambuilding, and continuous professional development. To formally guide the readers, the participants’ responses were labeled
with codes to keep privacy as mentioned in the research ethics and focus on their responses which is far more important. Codes P1-
10 stand for participant numbers 1 to 10. The codes were evident in the transcription presented during the interview as found in the
Appendices.

Throughout the conversation, in my role as a school leader with ample experience in the field, I've encountered narratives,
expressions, sentiments, and emotions regarding teachers' experiences with coaching and mentoring. The study revealed three
distinct themes stemming from these discussions.

Individualized support. This is the first main theme under the coping strategies of school leaders of public elementary schools
on transformational leadership. Ryabova (2022) emphasizes the crucial need for personalized assistance for novice school leaders,
particularly in the initial stages of their careers. This support should cover psychological, professional, methodological, and
economic aspects. School leaders must acknowledge and address the distinct requirements of educators, placing a strong emphasis
on tailored psychological support to help them navigate the unique challenges of the profession. By offering extensive professional
development, methodological direction, and financial assistance, a supportive environment is created. This enables teachers not only
to succeed individually but also to make significant contributions to the overall educational objectives of the school. The participants
expressed their thoughts:

“Conduct assessments or surveys to understand the specific needs of each teacher”. (P5)

“Handling situations where individualized support is required involves a thoughtful and tailored approach to address the
specific needs of each individual. Here are key steps to consider: Assessment of needs, open communication , goal setting and
tailored professional development”. (P4)

Providing development opportunities for school leaders is essential, with a particular emphasis on their personal growth, well-
being, and the cultivation of essential qualities needed to thrive in demanding conditions. Recognizing and addressing the unique
challenges each leader faces requires a dedicated commitment to individualized support, ensuring they receive the tailored assistance
necessary for their success and fulfillment in their crucial roles (Importance of personal development, 2023).

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I believe that individualized support serves as a vital coping mechanism, offering leaders personalized resources to navigate
the complexities they face. This tailored assistance acknowledges their unique circumstances, fostering resilience, and providing
tools for effective problem-solving. It not only contributes to their professional growth but also enhances their ability to lead with
confidence and poise in the demanding and ever-changing landscape of education.

“By motivating every individual to do the best always for the good of all”. (P3).

“Let everyone in the school be aware of their functions, define their tasks-clearer vision of the defined goals”. (P2)

“Focusing on instruction in their interactions with teachers”. (P1)

Having served in a leadership role in education, I resonate deeply with the idea that fostering personal qualities and providing
tailored support is indispensable for effective school leadership. It's not just about acquiring skills but also about understanding and
harnessing one's unique strengths. Individualized support acts as a coping mechanism by offering leaders targeted assistance that
aligns with their attributes and the challenges they face. This personalized approach doesn't just enhance their coping strategies but
also empowers them to navigate complexities with heightened self-awareness, ultimately contributing to a more resilient and
adaptive leadership style in the face of challenging educational conditions.

Collaboration and team building. Collaboration skills encompass interpersonal and intrapersonal qualities and competencies
that we employ to work together in solving problems or achieving common goals. These skills are often prioritized in workplace
requirements and, like any other set of skills, can be enhanced (Conoway, 2021). Beyond teamwork, effective collaboration requires
understanding individual strengths and communication styles. I've experienced firsthand that refining these skills enhances
productivity, fosters inclusivity, and promotes innovative problem-solving. In today's dynamic work environment, strong
collaboration skills are not just beneficial; they are essential for success and fulfillment. Statements from the participants were
extracted to reveal their coping mechanisms:

“Involve everyone in the activity. They must be aware of their upcoming tasks” (P2).

“By giving rewards to those performing individual”. (P3)

Collaboration and team building among school leaders are critical components of effective leadership in schools. This
collaborative leadership model involves intricate interactions among diverse stakeholders such as school leaders, teachers, support
staff, and students, shaping a dynamic environment that reflects the collective intentions and goals of the individuals involved
(Aggarwal, 2010). Highlighting the significance of collaboration, this approach underscores the importance of collective efforts in
tapping into the combined creativity and autonomy of all members within the school community. Creating an atmosphere that
recognizes diverse perspectives and values contributions, collaborative leadership facilitates the pooling of ideas and resources for
the overall betterment of the school. This inclusive and participatory philosophy not only enhances the cohesion of the school
community but also nurtures a shared sense of responsibility and dedication to accomplishing shared objectives (Woods & Roberts,
2018).

“Set the tone for collaboration by establishing a culture that values teamwork. Communicate the importance of collaboration
as a shared responsibility and an integral part of achieving organizational goals. Encourage an open-door policy and promote the
idea that everyone's input is valuable” (P4)

Setting a collaborative tone within an organization is paramount for fostering a culture of teamwork. By emphasizing the value
of collaboration as a shared responsibility essential for reaching organizational goals, leaders can create an environment where
collective efforts are not just encouraged but celebrated. Establishing an open-door policy and emphasizing the importance of
everyone's input sends a powerful message that each team member's perspective is valuable. This approach not only enhances
communication but also cultivates a sense of inclusivity and shared ownership, driving the organization toward greater success. I
believe that a collaborative culture is a cornerstone of effective and innovative workplaces, where diverse ideas and perspectives
contribute to a thriving and dynamic environment.

“To foster collaboration and team building among teachers, conduct regular meetings and encourage open communication”
(P5).

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Regular meetings and open communication by school leaders are fundamental strategies for fostering collaboration and team
building among teachers. These practices, initiated by leadership, provide a structured platform for sharing ideas, addressing
challenges, and aligning goals. In my experience, these interactions, driven by school leaders, not only enhance professional
relationships but also create a supportive environment where educators feel heard and valued. To cultivate a spirit of cooperation
within the school, the headmaster or principal must actively assume roles as a planner, coordinator, motivator, and mentor,
implementing strategic measures to nurture collaboration among staff members, ensuring that all teachers and staff provide robust
support towards the realization of the school's goals (Raman, 2019).

Continuous professional development. Continuous professional development is essential for the continuous growth and
efficacy of school leaders. Studies consistently emphasize the importance of ongoing learning for experienced principals, noting
their awareness of the necessity to keep up with evolving educational trends and best practices. These leaders highly prioritize
collaborative engagement with professional peers, cultivating a culture of shared knowledge and experiences that not only enhances
their professional development but also has a positive influence on the schools they oversee (Sahlin, 2023). In my role as a school
leader, I've personally found continuous professional development to be indispensable, recognizing its role in staying current with
educational advancements. Engaging in collaborative interactions with fellow educators has not only enriched my professional
growth but has also fostered a culture of shared expertise that positively impacted the overall effectiveness of the schools I led. The
views of the participants were highlighted as follows:

“To ensure meaningful and impactful professional development for teachers, provide INSET and LAC sessions that suit to
their needs and interests” (P5).

“Ensure that professional development activities are directly relevant to teachers' daily classroom practices. Link the learning
experiences to real-world scenarios, instructional strategies, and assessment methods. The more applicable the content, the more
likely teachers are to implement what they learn” (P4).

In my experience as an education leader, tailoring professional development through INSET and LAC sessions to meet the
specific needs and interests of teachers has been transformative. When learning experiences directly align with daily classroom
practices, integrating real-world scenarios, instructional strategies, and assessment methods, the impact is palpable. The more
applicable the content, the greater the enthusiasm and commitment from teachers to implement these insights, ultimately fostering
a more effective and dynamic learning environment. A well-structured professionalization program, incorporating elements such as
the active provision of theoretical frameworks, peer learning within professional learning communities, and the translation of
insights into actionable plans, yields the most robust outcomes for school leaders in terms of school development. Furthermore, the
inclusion of school-specific coaching further enhances the efficacy of the program, providing targeted support that aligns with the
unique needs and challenges of individual educational institutions (Tanghe & Schelfhout, 2023). More coping mechanisms were
revealed:

“Through empowering them and giving the task to perform” (P3).

“When teachers teach what he gained, he has definitely obtained learning experiences during the training and seminars”.
(P2)

“Building a productive school climate and managing personnel well”. (P1)

I believe that by empowering educators and assigning meaningful tasks, they not only gain valuable experiences but also
become more adept at transferring that knowledge to their teaching practices. The reciprocity between learning and teaching
enhances the overall effectiveness of professional development, creating a cycle of continuous improvement and growth within the
educational community. Stutchbury et al., (2022) revealed that effective school leaders play a key role in fostering innovation by
embracing learner-centered leadership approaches. By prioritizing student needs and promoting a learner-centric environment, these
leaders empower teachers to employ innovative teaching methods that cater to diverse learning styles.

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Fig 4 Emerging Themes of Coping Mechanisms of School Leaders in Public elementary Schools on Transformational Leadership

Insights can be drawn from the lived experience of school leaders in public elementary schools on transformational leadership.

Figure 5 shows the Insights that can be drawn from the lived experiences of school leaders in public elementary schools on
transformational leadership. The experiences of these school leaders were geared towards two major themes: support for emotional
and mental well-being. To formally guide the readers, the participants’ responses were labeled with codes to keep privacy as
mentioned in the research ethics, and focus on their responses which is far more important. Codes P1-10 stand for participant
numbers 1 to 10. The codes were evident in the transcription presented during the interview as found in the Appendices.

In the course of our discussion, drawing from my extensive experience as a school head, I've encountered narratives,
expressions, sentiments, and emotions reflecting school heads’ experiences on transformational leadership.

Support for emotional and mental well-being. The emotional and well-being support offered by school leaders is not only
crucial for addressing the mental health challenges faced by teachers but also extends to their own emotional and well-being needs.
Recognizing the demands of their roles, school leaders who prioritize their own emotional health set a positive example and are
better equipped to implement effective mental health interventions within the school community. By nurturing their well-being,
school leaders create a resilient and supportive environment that benefits both students and themselves, contributing to a holistic
approach to mental health in schools (Drabenstott et al., 2023). As a school leader, I believe in prioritizing emotional well-being not
only for teachers but also for myself. Recognizing the demands of our roles, fostering a culture of self-care sets the stage for

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resilience and enables effective support for mental health needs within the school community. Leading by example in prioritizing
emotional health creates an environment where everyone feels supported, contributing to a healthier and more thriving educational
community. Some thoughts were underscored below:

“Support teachers' professional growth and career development. Create opportunities for advancement, offer mentorship
programs, and provide pathways for leadership roles. A sense of professional fulfillment contributes to overall well-being.” (P4)

In my experience as a school leader, I've witnessed the transformative impact of prioritizing teachers' professional growth and
career development. Creating avenues for advancement, implementing mentorship programs, and offering pathways to leadership
roles not only elevate the skill set of educators but also contribute significantly to their overall sense of professional fulfillment and
well-being. Investing in teachers in this comprehensive manner not only enhances the quality of education but also fosters a positive
and motivated school culture.

Transformational school leaders, with their empathetic and inspirational qualities, are uniquely positioned to model and instill
emotional intelligence within the school community. Their focus on fostering positive relationships, creating a supportive
environment, and promoting open communication directly contributes to a school culture that prioritizes emotional well-being,
ultimately aiding in the prevention and effective management of mental health challenges among students (Parker, Crane & Wood,
2018).

“School leaders can support teachers by allowing flexibility in teaching approaches and methods. This helps teachers adapt
to the diverse needs of their students and fosters a sense of autonomy in their professional roles”. (P5)

“By creating an activity which enhances their mental health”. (P3)

“Our leader makes sure that teachers are well-taken care of. We have this school based team building activity and wellness
program that ensures well-being”. (P2)

Empowering teachers with flexibility in teaching approaches not only enables them to better address the diverse needs of
students but also cultivates a sense of professional autonomy. Additionally, incorporating activities that enhance teachers' mental
health emphasizes a holistic approach, recognizing the importance of their well-being in creating a positive and effective learning
environment. As a school leader, I believe these strategies contribute not only to the growth and adaptability of educators but also
to the overall health and vibrancy of the school community. Kelly (2023) reveals that school leaders face significant challenges
related to workload, indicating a need for intervention to safeguard their emotional and well-being support.

Fig 5 Emerging Themes on Insights of School Leaders in Public Elementary Schools on Transformational Leadership

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CHAPTER FOUR
IMPLICATIONS AND FUTURE DIRECTIONS
Presented in this chapter is a concise summary of the study. It is followed by implications based on the findings of the study.
Future directions in the field of lived experiences of school leaders are also discussed here.

This study was conducted to generate the school leaders’ lived experiences on transformational leadership. Also, the study
explored participants’ actions taken on overcoming challenges encountered. Moreover, through the participants’ lived experiences,
the suggested areas for improvement have been revealed.

 Findings
This study utilized a qualitative research design notably to extract the responses of participants’ experiences. In addition, in-
depth interviews with the participants, who were (10) selected school leaders in public elementary schools from the Division of
Mati City, were done to collect data. To summarize, the following are the study's primary findings: 1. The participants’ lived
experiences reflected the school leaders' work practices, (a) fostering a shared vision (b) setting high expectations and motivation,
(c) innovative teaching practices. School leaders need to adopt certain strategies like (a) individualized support, (b) collaboration
and team building, and (c) continuous professional development. School leaders were able to overcome the highlighted problems
mentioned in the preceding conversations when there is enough support on their mental and emotional well-being.

 Implications
School leaders have concluded the critical influence of work practices such as fostering a shared vision, setting high
expectations and motivation, and incorporating innovative teaching methods on leadership effectiveness. To enhance these practices,
school leaders are advised to implement individualized support strategies, fostering collaboration and team building, and prioritizing
continuous professional development. Furthermore, the study underscores the significance of providing ample support for the mental
and emotional well-being of school leaders, as this support was found to be instrumental in overcoming the challenges highlighted
in the study. Adopting these strategies is crucial for school leaders to navigate and excel in their roles, ultimately contributing to a
more effective and supportive educational environment.

The findings of this study hold significant implications for the application of transformational leadership in school settings.
By recognizing the importance of fostering a shared vision, setting high expectations and motivation, and embracing innovative
teaching practices, school leaders can embody key tenets of transformational leadership. Individualized support strategies,
collaboration and team building, and continuous professional development, as suggested by the study, align with the transformative
leader's emphasis on personalized growth, collective empowerment, and a commitment to ongoing learning. When school leaders
adopt these strategies, it can positively impact teacher performance by creating an environment that encourages innovation,
collaboration, and a shared commitment to a common vision. Improved teacher performance, in turn, correlates with enhanced
student achievement as teachers are better equipped to employ effective teaching methods and adapt to the evolving needs of their
students. Consequently, the overall educational system stands to benefit from a transformative leadership approach, fostering a
culture of excellence, innovation, and continuous improvement across all levels of the educational institution.

 Future Directions
Based on the themes derived from the lived experiences, coping strategies, and educational insights of school leaders in public
elementary schools on transformational leadership, several considerations emerge.

Officials from the Department of Education must leverage the findings of this study so the Department can refine its leadership
development programs. Emphasizing individualized support, collaboration, and continuous professional development for school
leaders can serve as a framework for enhancing leadership effectiveness within the education system. Ultimately, this can contribute
to a more dynamic and adaptive educational landscape, fostering improved teacher performance, heightened student achievement,
and overall excellence across the education system. The findings provide actionable guidance for the Department of Education to
cultivate a leadership culture that aligns with contemporary educational needs and aspirations.

Fellow school heads can derive substantial benefits from embracing a transformational leadership approach. By fostering this,
school heads can inspire their peers towards a collective commitment to excellence. Individualized support strategies, collaborative
efforts, and continuous professional development, as suggested by transformational leadership, can empower fellow school heads
to navigate challenges effectively and enhance their leadership skills. This approach not only fosters a positive and dynamic work
culture but also contributes to improved teacher performance, student achievement, and overall educational success within the school
community.

Teachers should place a stronger emphasis on acknowledging the relevance of transformational leadership in school leaders.
Understanding and appreciating the impact of this leadership style can contribute to a more collaborative and motivated teaching
environment, ultimately enhancing overall educational outcomes. Additionally, this could contribute to their growth, job
satisfaction, and adaptability, thereby enhancing teaching performance and sustaining high levels of work motivation.

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Students stand to benefit significantly from this study as it offers substantial benefits through the enhancement of teaching
quality and the overall learning experience. As leaders inspire and motivate both educators and learners, the improved learning
experience, spanning academics and extracurricular activities, stands to produce more competent teachers in the classroom. This
heightened competence creates an environment that fosters a genuine love for learning among students, reinforcing the positive
impact of transformational leadership on academic performance and achievement.

Future researchers could derive valuable insights from studying the transformational leadership approach of school leaders as
it provides a framework for understanding the dynamics that contribute to effective educational environments. Analyzing the impact
of transformative leadership on teaching quality, student engagement, and overall school culture can offer evidence-based strategies
for enhancing educational outcomes. By exploring how transformational leaders inspire and motivate both educators and students,
researchers can contribute to the development of innovative practices that promote academic success and foster a positive learning
atmosphere. Additionally, such research could inform leadership training programs and policy decisions aimed at improving the
overall quality of education.

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APPENDICES
 Letters of Permission to Conduct the Study

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 Validation Sheet

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 Informed Consent

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 Interview Guide

Interview Guide
Objective Guide Questions Probing Questions
1. What are the lived What were the key 1.1.1 How did these collaborative efforts contribute to a positive and
experiences of actions or strategies you supportive school culture?
transformational school implemented, and how 1.12. How do high expectations set by the leader contribute to a
leaders in the public did these contribute to culture of continuous improvement within the school?
elementary school? positive changes in the 1.1.3 share specific examples of how this encouragement influenced
school's culture, teaching your approach to teaching and contributed to a more dynamic and
practices, or student engaging learning environment for students?
outcomes? 1.1.4 Share a lived experience related to professional development
How did you engage with under the leadership of the school principal.
the school community, 1.1.5 recall a situation where you received individualized support
teachers, and tailored to your professional growth and needs?
stakeholders to foster a 1.1.6 share experiences where the leader fostered teamwork and
sense of shared vision collaboration among teachers?
and commitment during 1.1.7 How does the emphasis on emotional well-being impact the
challenging times? overall well-being of teachers and staff?

Objective Guide Questions Probing Questions

2. What are the coping 1. What coping mechanisms 1.1.1 how do you navigate these challenges and ensure that a
mechanisms or strategies did you employ to shared vision is maintained?
transformational school manage these challenges while 1.12. in times of staff fatigue or low motivation, how do you re-
leaders in the public continuing to lead the school energize and motivate your team while maintaining high
elementary school? effectively? expectations?
1.1.3 how do you address concerns and encourage teachers to
2. How did you cope with embrace new approaches?
the emotional and practical 1.1.4 how do you handle situations where individualized
challenges associated with leading support is required?
transformation, and what strategies 1.1.5 how do you foster collaboration and team building?
did you use to maintain a positive 1.1.6 how do you ensure that teachers receive meaningful and
and motivated school culture impactful learning experiences in providing continuous
during these periods? professional development opportunities?
1.1.7 how do you provide support and foster a positive school
culture affecting the emotional well-being of teachers?

Objective Guide Questions Probing Questions

3. What educational How did these experiences influence 1.1.1 how has the clarity and alignment around the school's
insight can be drawn your teaching practices, vision impacted your teaching practices?
from teachers on collaboration with colleagues, or the 1.12. how does the school leader's motivational style influence
transformational overall school culture? your commitment and enthusiasm for teaching?
school leaders in the 1.1.3 how the school leader's support for innovation has
public elementary How were the leader's actions or influenced yor approach to teaching?
school communication played a role in 1.1.4 how has the school leader provided individualized support
fostering a positive and supportive for your professional growth and needs?
environment, contributing to your 1.1.5 how has the school leader fostered teamwork and
ability to navigate changes or collaboration?
overcome obstacles? 1.1.6 how have these experiences enhanced your teaching skills
and knowledge?
1.1.7 how does the school leader address and support the well-
being of teachers?

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 Transcription of Interviews

Respondent 1
Objective
What are the 
lived Setting the mission ,vision and goals
experiences 
of Creating an environment within the school
transformational school Implementing monitoring and discussing
leaders in the public Developing the school program
elementary school?  Offering educational programs and projects
 Introducing new and innovative modes.
 Administering and managing all personnel.
What are the coping  Play a supervisory and supportive role
mechanisms  Form a team with the teachers for delivery of quality educational programs.
transformational school Form an instructional leader and administrative manager
leaders in the public  Focusing on instruction in their interactions with teachers
elementary school?  Promoting collaboration and professional learning among teachers and others.
 Building a productive school climate and managing personnel well.
 The three most important roles of a leader are motivator, communicator and unite.
What educational insight can Create a clear vision for the future and make it a reality
be drawn from teachers on  Inspiring the teachers to work toward a common goal.
transformational school Create Synergy between management and employees
leaders in the public  Create opportunities for teachers and see the new strategies in action.
elementary school?  Approach others for ideas and integrate their suggestions
 Positively impacting employees well-being and organization’s success
 By being consistent, ensuring teachers are
 involved in a collaborative environment.
What are the coping  It involves listening actively, showing empathy and asking open –ended questions and
mechanisms of public acknowledging their achievements and challenges.
elementary school teachers  Provide emotional support and instructional and organizational guidance.
on the provision of coaching Commit a positive attitude
and mentoring?  It can help employees develop their carreers, improve their overall productivity and
leadership skills.
 Cooperate or join forces with other people working on a project or brainstorming ideas.
 It is through examining your own assumptions beliefs or feelings and actions.
 Show your enthusiasm for the work so that they will be inspired and support them all the
way with your technical assistance.
What educational insights An individual can learn more about themselves, find out how they perceived by others.
can be drawn from the  The ability to provide direct and honest feedback in an empathic way .
experiences of 
public Promote a two- way communication between an employee and leader in order to identify
elementary teachers in the areas improvement
provision of coaching and Conduct fast training record , performance observation , portfolio, product and learner
mentoring? work example.
 Encourage open communication among teachers, set team goals and establish roles and
responsibilities among mentees
 Let them think and analyze their past experiences and actions in order to help themselves
improve and develop
 By providing them clear goals and objectives, giving constructive feedbacks, recognizing
achievements and creating a positive and supportive environment.

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Respondent 2
Objective
What are the lived  When there is collaborative effort, where individuals work together towards common
experiences of objectives, it will increase trust and camaraderie, creating a supportive environment where
transformational school everyone feels valued and motivated.
leaders in the public When leaders communicate and uphold ambitious standards it inspires a collective
elementary school? commitment to excellence. This fosters mindset of continuous learning and improvement. As a
result the school become more adaptive and strive for on going enhancement.
 Praising learners whose reading ability improves can boost their confidence to strive for
excellence. Praising teachers for the punctual submission of required reports makes the whole
faculty adaptive to it.
 Teachers who attend workshops, collaborate on new teaching methods and engage in on going
learning influences educators positively, they will feel empowered and valued.
 During the time that I received TA,I felt honored and inspired to apply what I’ve learned.
 Our school fosters teamwork and collaboration in achieving certain task and we were able to
perform it at our best.
 Teachers work well in a warm and welcoming environment. School heads serve as driving force
of this ambiance.
What are the coping  Being transparent as everyone in the school joins the School head in navigating challenges and
mechanisms achieve commendable outcomes together.

transformational school Create a wholesome environment where the staff may feel a compassionate leader. Engage into
leaders in the public a worth it activities during the moral recovery program.
elementary school?  Address concern constructively, and be Proactive in achieving the goals
 Let everyone in the school be aware of their
 functions, define their tasks-clearer vision of the
defined goals.
 Involve everyone in the activity . They must be aware of their upcoming tasks.
 When teachers teaches what he gained, he has definitely obtains learning experiences during
the training and seminars.
 Always encourage the teachers to get involved in any DepEd Programs and consistently
support their instructional materials through school MOOE, IGP and School Canteen funds.
What 
educational It gives us clear idea on how are we going to develop the knowledge and skills of the learners
insight can be drawn that is suited to the DepEd learning program.
from teachers 
on Our school leader shared vision, planning, coaching and supporting and empowering teachers
transformational school are only few of the motivational style we experience in our school. It is an essential part of our
leaders in the public work to be ruled by a leader who supports and provide us with healthy environment and a
elementary school leader who listens so that the voice of the teachers can be heard as well. This leads to having a
responsible and committed teachers who are open for advice, willing to work beyond the call
of their duty and happy to be part of the institution.

 The challenges that we face in improving teaching require true innovation. The leaders support
for
 Considering the insufficient resources we had, teachers extract all the possible ways on how to
improve the quality of education. We reached out to our community , for we believed that they
are our partner institution.
 Stress and pressure are common and normal in the workplace. Taking time to manage your
stress is essential , setting aside priorities and focusing what is important is the key for this
challenges.
 Coaching and mentoring contributes the teachers holistic development. This will ensure that
the quality based education is being provided to students with collaboration and contribution
of the school head, teachers and community as a whole.
 Collaboration in a workplace involves teachers sharing their ideas and skills in order to
achieve common goal, working collaboratively instead
 I prioritize reflective practices to foster ongoing teacher development. I schedule regular
reflective meetings, offer mentorship and coaching programs pairing experienced teachers
with newer ones and emphasize a growth mindset , encouraging a positive approach to
reflection.
 When feeling unmotivated, I engage in coaching and mentoring to reignite my passion for
teaching . Seeking advice from mentors helps overcome obstacles, providing valuable insights
and techniques to improve my leadership style. Mentorship connections offer opportunities
for constructive criticism , reigniting my enthusiasm for education.

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 innovation
 The school leader provides with a clear plan that should be accomplished for the year round.
He assigns and encourages everyone to attend seminars and other professional growth.
 A leader see to it that teachers are open to suggestions and let us collaborate with co teachers.
School head or school leader allows feedback and assessment of the collaborative work of
teachers.
 The experiences that we acquired from teaching and learning process will be our foundation
for better learning of the students and to provide quality base education.
 Our leader makes sure that teachers are well taken care of. We have this school based team
building activity and wellness program that ensures well-being
What are the coping  Coaching and mentoring enable us to improve our teaching strategies and teaching styles to
mechanisms of public address student’s needs.
elementary school
teachers on the
provision of coaching
and mentoring?
What  Coaching is best effective especially if done formally through LAC session , during post
educational
insights can be drawn conference, giving technical assistance regarding content. In this manner mentee, may learn
from the experiences of and knows how to apply what is being learnt.
public  As a head of the school with limited resources, I make innovative use of what is available to
elementary
teachers in the improve mentoring’s efficacy. To create a collaborative learning community , for example, I
provision of coaching set up a mentorship training where teachers with different abilities and experiences mentor
and mentoring? one another. Furthermore, I modify pre-existing professional development resources to fulfill
certain mentoring requirements without requiring a significant increase in resources.
 I mitigate work pressure for mentees through open communication , goal setting and
prioritization In order to create a helpful environment in our coaching relationship , I support
time management , techniques , provide resources , and place a high priority on well-being.
 I evaluate and assist my mentees’ teaching competence through regular class observation ,
constructive criticism , and collaborative goal setting. When I conduct classroom observations
focusing instructional methods, student engagement, and assessment strategies. Specific
recommendations and areas for development are provided during feedback sessions.
 I encourage collaboration among the teachers I supervise by setting up formal discussion where
they may exchange knowledge and perspectives. An effective example of a coaching-led
cooperation where teachers worked together to develop lesson plans . Teachers shared
materials and ideas, which not only enhanced instruction but also strengthened the school
community.
 As a school head , I promote reflective practices among teachers I mentor by modelling
reflective behavior and celebrating successes, I aim to create a culture where self- reflection is
a valued and integral part of professional growth.
 I enhance mentee motivation by assisting them in creating personalized goals and maintaining
regular check- ins to acknowledge their achievements . Consistent motivation is fostered
through tailored professional development and constructive feedback. Cultivating a positive
collaborative and promoting long-term career planning contribute to sustaining motivation.

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Participant 3

What are the lived experiences Collaborative efforts of all stake holders contribute to a positive and supportive school
of transformational school culture so it could be productive results among stakeholders.
leaders in the 
public High expectations set by a good leader contribute to a culture of continuous
elementary school? improvement with in the school through firm leadership of the school head.
 My examples were all my teachers doing their best to produce quality learners.
 By encouraging all teachers to attend trainings and seminars or enroll in masteral
degree.
 It was during the pandemic time when I’m alone in the school that all my teachers was
with me though online communication.
 In crafting the 3 years School Improvement Plan when all teachers must be a part of it.
 Emotional well-being of everyone greatly influences the overall well-being of the
teachers and positively it produce a harmonious relationship.
What are the 
coping Being a model and be adaptable to any innovation.
mechanisms transformational  Have an activity that focuses on their mental break.
school leaders in the public By coaching and positively experience in adapting changes.
elementary school?  By motivating every individual to do the best always for the good of all.
 By giving rewards to those performing individual.
 Through empowering them and giving task to perform.
 By soliciting ideas/suggestions towards teachers for the benefits of all learners.
What educational insight can It encourages and add more knowledge to my present work.
be drawn from teachers on  Through good modelling and doing what is being told.
 By giving both moral and financial support to teachers need.
transformational 
school Have monthly dialogue among teachers /sharing good ideas /feedback
leaders in the 
public By giving individual an equal chance to share their knowledge.
elementary school  Through soliciting ideas and can gain more knowledge.
 By creating an activity which enhance their mental health.
What are the 
coping By time management
mechanisms of 
public Using all the resources in a right and fruitful way.

elementary school teachers on Teachers should engage in a workshop for stress management.

the provision of coaching and It adds more knowledge on how to handle those things.
mentoring?  Be adaptable to the individual needs among the group.
 Find ways and means that teaches themselves discover their weaknesses.
 Have team building to create mental break

What educational insights can During pandemic time all my teachers engage in online webinar/seminar to face the new
be drawn from the experiences normal.

of public elementary teachers *Majority of my teachers were became a facilitator to different seminar workshop in
in the provision of coaching face to face.
and mentoring?  *I’m doing it to my teacher in a friendly manner.
 *Knowing their strength and weaknesses and design a training to cater their needs.
 *By encouraging and solicit some ideas and everyone has an equal chance to give
suggestions.
 *By showing them positive outcome and their practices.
 *Through giving constructive criticism in a friendly manner.

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Participant 4
Objective
What are the 
lived Collaborative efforts contribute to a positive and supportive school culture by fostering a
experiences of sense of community, promoting open communication, building strong teams, encouraging
transformational school mutual support, distributing responsibility, stimulating innovation, increasing
leaders in the public engagement, providing positive role modeling, developing conflict resolution skills, and
elementary school? celebrating shared successes.
 Setting high expectations as a leader motivates individuals, fosters a sense of
accountability, and promotes regular reflection, all of which contribute to a culture of
continuous improvement within the school.
 Recognizing the diversity of student abilities, a teacher influenced by high expectations
might adopt a differentiated instruction approach. This involves tailoring lessons to meet
individual learning needs, providing additional challenges for advanced learners, and
offering support for those who may need extra assistance. This approach ensures that all
students are appropriately challenged and engaged in the learning process.
 Under the leadership of the principal, the school organized targeted professional
development workshops aligned with the specific goals and priorities outlined in the school
improvement plan. For instance, recognizing a need to enhance technology integration in
the curriculum, the principal arranged workshops led by experts in educational
technology. This experience not only improved my skills but also demonstrated the
principal's commitment to addressing identified areas for growth through strategic
professional development initiatives.
 An educator expresses a desire to improve their classroom management skills. The school
principal, instead of implementing a one-size-fits-all approach to professional
development, arranges for a seasoned instructional coach to work closely with the teacher.
The coach conducts regular classroom observations, provides constructive feedback, and
collaborates with the teacher to develop personalized strategies for improving classroom
management
 As a school leader, I recognized the importance of creating a culture of collaboration
among teachers. I initiated the formation of Collaborative Learning within the school.
These Collaborative Learning consisted of small groups of teachers who shared common
grade levels, subjects, or instructional interests.
 Teachers and staff who feel supported in their emotional well-being are more likely to
experience higher job satisfaction. A positive work environment that values and addresses
the emotional needs of educators can contribute to a greater sense of fulfillment in their
roles.
What are the 
coping Successfully navigating challenges and maintaining a shared vision involves a combination
mechanisms of open communication, collaborative problem-solving, flexibility, leadership guidance,
transformational school continuous evaluation, team building, professional development, and the celebration of
leaders in the public successes. It's an ongoing process that requires adaptability and a commitment to the
elementary school? overarching vision and goals.
 Acknowledge and celebrate the hard work and achievements of the team. Publicly
recognize individual and collective efforts, expressing gratitude for their dedication.
Feeling valued and appreciated can rekindle motivation and provide a morale boost.
 Actively listen to teachers' concerns without judgment. Acknowledge their perspectives
and validate their experiences. This demonstrates respect for their opinions and fosters a
sense of trust and openness. Provide comprehensive professional development and
training opportunities related to the new approaches. Offer workshops, seminars, and
resources that equip teachers with the knowledge and skills needed to implement the
changes successfully.
 Handling situations where individualized support is required involves a thoughtful and
tailored approach to address the specific needs of each individual. Here are key steps to
consider: Assessment of needs, open communication , goal setting and tailored
professional development.
 Set the tone for collaboration by establishing a culture that values teamwork.
Communicate the importance of collaboration as a shared responsibility and integral part
of achieving organizational goals. Encourage an open-door policy and promote the idea
that everyone's input is valuable.
 Ensure that professional development activities are directly relevant to teachers' daily
classroom practices. Link the learning experiences to real-world scenarios, instructional

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strategies, and assessment methods. The more applicable the content, the more likely
teachers are to implement what they learn.
 Fostering a positive school culture and supporting the emotional well-being of teachers are
essential for creating a healthy and productive educational environment. Encourage a
culture of peer support and collaboration. Facilitate opportunities for teachers to work
together, share ideas, and support each other.
What educational insight The school's vision influences the classroom culture and values promoted by the teacher.
can be drawn from teachers If the school places a strong emphasis on inclusivity and collaboration, a teacher might
on transformational school structure their classroom to be inclusive, encourage teamwork, and implement teaching
leaders in the public practices that reflect these values.
elementary school?  As a teacher, the school leader's motivational style can significantly impact your
commitment and enthusiasm for teaching.
 A positive and motivational leadership style contributes to a thriving educational
environment and encourages teachers to bring their best selves to their teaching roles.
 The school leader assigns experienced mentors or coaches to work with each teacher based
on their specific needs. The mentor provides one-on-one guidance, observes classroom
practices, and offers constructive feedback. This individualized support helps the teacher
address specific challenges, refine teaching techniques, and navigate their professional
growth in a way that aligns with their unique needs.
 The school leader reinforces a culture of teamwork by recognizing and celebrating
collaborative efforts. Publicly acknowledging successful collaborations, whether through
staff meetings, newsletters, or awards, highlights the importance of working together.
Recognizing the collective achievements of teams reinforces the value of collaboration and
inspires others to engage in similar efforts.

 Learning from an experienced mentor or receiving targeted support has allowed me to

address specific challenges, refine my teaching practices, and navigate my career path with
a deeper understanding of my strengths and areas for development.
 Support teachers' professional growth and career development. Create opportunities for
advancement, offer mentorship programs, and provide pathways for leadership roles. A
sense of professional fulfillment contributes to overall well-being.
What are the coping  I Actively reflect on the feedback received through coaching and mentoring experiences.
mechanisms of public Used feedback as a tool for self-assessment and growth. Consider how I can apply insights
elementary school teachers gained from coaching sessions to refine my teaching practices.

on the provision of coaching To maximize the impact of coaching and mentoring on teaching practices, I employ
and mentoring? various strategies that leverage available resources effectively. Take advantage of
resources available within the school, such as professional development programs,
workshops, and learning materials. Collaborate with instructional coaches, teacher
leaders, and other educators who can provide valuable insights and support.
 I Set clear boundaries between work and personal life. Define specific times for work-
related activities and designate periods for relaxation and personal pursuits. Establishing
boundaries helps prevent burnout and contributes to a healthier work-life balance.
 Effective coaching and mentoring relationships not only focus on instructional strategies
but also provide emotional support and encouragement. Teachers face various challenges
in the classroom, and having a mentor or coach who understands these challenges can
positively impact their confidence.
 Building a supportive environment in collaborative efforts requires open communication
and active listening. Create a space where ideas, concerns, and feedback can be freely
exchanged. Actively listen to the perspectives of mentors, colleagues, or other educators,
valuing their input.
 Schedule structured self-reflection sessions as part of my teaching routine. Designate
specific times, such as the end of the week or a grading period, to reflect on your teaching
experiences. Ask yourself questions that prompt critical thinking about your instructional
methods, student engagement, and overall classroom dynamics. In the context of coaching
or mentoring, use these structured self-reflection sessions to prepare for discussions with
your mentor or coach.
 As a school head I will engage in meaningful conversations with my teachers during
moments of low motivation or professional fatigue. Share your feelings and concerns
openly, allowing your mentor to provide guidance, encouragement, and a fresh
perspective. Share insights based on their own experiences, helping you navigate
challenges and reignite your passion for teaching.

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
What educational insights A mentee expresses a desire to enhance student engagement in their classroom. Through
can be drawn from the coaching sessions, the mentor collaboratively explores various innovative teaching
experiences of public strategies tailored to the mentee's teaching style and subject matter. The mentor provides
elementary teachers in the resources, models effective implementation, and offers constructive feedback based on
provision of coaching and classroom observations. As a result, the mentee successfully integrates new and engaging
mentoring? instructional methods, leading to increased student participation and improved learning
outcomes.
 As a Mentor I encourage peer learning and collaboration among my teachers. By fostering
a community of educators who share resources, ideas, and best practices, mentors can
leverage the collective expertise of the group. This collaborative approach allows mentees
to support each other, share insights, and collectively problem-solve, creating a resource-
sharing network that goes beyond the limitations of individual mentor-mentee
relationships.
 Mitigating work pressure for mentees within the coaching relationship involves
understanding their challenges, providing support, and promoting strategies for stress
management.
 As a coaching model, I can provide advice on how coaches can address and mitigate work
pressure for their mentees within the coaching relationship. Create a safe and non-
judgmental space where they feel comfortable discussing their concerns.
 Assessing and supporting the teaching competence of mentees involves a comprehensive
and collaborative approach, Begin by conducting an initial assessment of the mentee's
teaching competence. This may involve reviewing lesson plans, observing classroom
instruction, and discussing the mentee's goals and aspirations
 Encouraging reflective practices in the teachers I mentor involves creating a supportive
and structured environment that fosters self-awareness and continuous improvement.
 Addressing and enhancing the motivation of mentees through coaching involves
understanding their individual needs, providing support, and fostering a positive and
empowering coaching relationship.

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Participant 5
Objective
What are the 
lived Collaborative efforts are not only beneficial for learners but also for teachers, staff, and
experiences of school head. It contributes to a positive and supportive school climate that enhances the
transformational school overall learning and working experience for everyone involved.
leaders in the public High expectations set by leaders serve as a catalyst for continuous improvement by
elementary school? fostering a culture of excellence, accountability, and a commitment to ongoing learning
and growth within the school community.
 Encouragement and high expectations can shape teaching approach to create a more
dynamic, engaging, and supportive learning environment for students.
 The professional development opportunities and supportive leadership provided by my
previous school heads have enhanced my skills in teaching. It has also positively influenced
the overall learning experience for learners.
 I received an individualized support during clinical supervision where I was given
technical assistance by my school head to improve my teaching competence and skills.
 The principal facilitates a culture of resource sharing. Teachers are encouraged to share
their best practices, materials, and effective teaching strategies with their colleagues. This
open exchange of resources not only saves time but also enhances the overall quality of
instruction.
 The emphasis on emotional well-being for teachers and staff is integral to creating a
healthy, supportive, and positive school environment.

What are the  Challenges are navigated and ensured that a shared vision is maintained by modeling the
coping
mechanisms behaviors and attitudes aligned with the shared vision and consistently demonstrating
transformational school commitment, enthusiasm, and a strong work ethic, inspiring others to do the same.
leaders in the  To energize teachers in times of low motivation provide them professional development
public
elementary school? opportunities, and also recognize and appreciate their efforts to boost their moral.
 Provide readily available resources that support the implementation of new approaches.
 Conduct assessments or surveys to understand the specific needs of each teacher.
 To foster collaboration and team building among teachers, I conduct regular meetings
and encourage open communication.
 To ensure meaningful and impactful professional development for teachers, provide
INSET and LAC sessions that suit to their needs and interests,.
 Encourage open communication, provide resources for stress management, and cultivate
a collaborative atmosphere where teachers feel valued and supported.
What educational insight  Our school's vision provides a clear direction and purpose in my teaching.
can be drawn from teachers  The school leader's motivational style significantly influences the commitment and
on transformational school enthusiasm for teaching.
leaders in the public  The school leader's support for innovation has influenced my approach to teaching by
elementary school? encouraging creativity and experimentation. Knowing there is room for innovative
practices promotes a dynamic classroom environment, allowing me to explore new
teaching methods and incorporate technology to enhance student learning.
 Establishing mentorship or coaching programs can be beneficial. School leaders can
match individuals with experienced mentors who can provide guidance, support, and
share their expertise.
 School leaders lead by example, demonstrating collaboration in their own interactions and
decision-making processes. This sets a positive tone for the entire school community.
 By engaging in continuous learning, receiving individualized support, collaborating with
colleagues, and fostering a positive work environment, teachers can enhance their skills,
knowledge, and overall effectiveness in the classroom.
 School leaders can support teachers by allowing flexibility in teaching approaches and
methods. This helps teachers adapt to the diverse needs of their students and fosters a
sense of autonomy in their professional roles.
What are the coping  Use mentoring and coaching sessions for collaborative problem-solving. Discuss real-
mechanisms of public world challenges you encounter and work together to identify effective solutions.
elementary school teachers  Work with your mentor or coach to set actionable and measurable goals. Break down
on the provision of coaching larger objectives into smaller, achievable steps, making it easier to track progress and
and mentoring? celebrate successes.
 I prioritize self-care to maintain physical and mental well-being. Ensure that I get
adequate sleep, exercise regularly, and engage in activities that bring me joy and
relaxation. Taking care of myself is crucial for managing stress.

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 Coaching and mentoring experiences contribute to an educator's sense of teaching

competence by providing personalized feedback, fostering continuous improvement,
developing problem-solving skills, increasing confidence, and facilitating the adoption of
best practices.
 Regular reflection, a common aspect of coaching and mentoring, encourages educators to
critically assess their teaching practices. This reflective process contributes to a deeper
understanding of pedagogy, instructional choices, and the impact on student learning,
fostering a sense of teaching competence.
 I allocate dedicated time in my schedule for reflection. This could be a specific period at
the end of the day or week when I deliberately set aside time to reflect on my teaching
experiences.
 I Collaborate with my mentor or coach to explore innovative teaching approaches.
Experimenting with new methods or technologies can bring excitement back into my
teaching and engage both you and your students.

What educational insights A mentor may observe a mentee struggling with classroom management issues. Through
can be drawn from the coaching sessions, the mentor provides guidance on effective classroom management
experiences of public strategies, such as proactive behavior management techniques, establishing clear
elementary teachers in the expectations, and fostering a positive learning environment.

provision of coaching and Take advantage of free or low-cost professional development webinars and workshops.
mentoring? Many organizations offer online events that provide valuable insights and resources.
Mentors can guide mentees in identifying and attending relevant sessions.
 Provide guidance on effective time management strategies. Help your mentee identify
priorities, set deadlines, and allocate time efficiently.
 Offer constructive and specific feedback following observations. Highlight strengths and
areas for improvement, linking feedback to established teaching competencies.
 Encourage teachers to lead workshops or webinars on topics of expertise. This allows
educators to share their knowledge with colleagues and contributes to a culture of
continuous learning within the school.
 Demonstrate reflective practices in your own teaching and professional activities. When
mentees see you actively engaging in reflection, it sets an example and reinforces the
importance of this practice.
 Remind mentees of the profound impact they have on students' lives. Connecting the
meaningfulness of their work to the lives of their students can reignite motivation and a
sense of purpose.