Sir Jay AR

1
WESLEYAN UNIVERSITY – PHILIPPINES

Cushman Campus
Mabini Extension, Cabanatuan City
Philippines 3100
Chapter 1. INTRODUCTION
Rationale
The four I's of transformational leadership relate first to idealized influence,
which refers to charismatic leaders who focus on the beliefs and meaning of the mission.
It also includes the extent to which followers hold their leader in high regard and strive to
communicate with him. A leader will act like a role model that can be accounted for,
appreciated, and commended. Second, individual consideration emphasizes individual
accomplishments, advancement, support, and follower development. They are also
considered coaches and lead their subordinates to help other people deliver the new
learning and value the differences. Individual consideration pertains to how the leaders
treat the organization members as individuals, giving them time to coach and enhance
their strength, and showing compassion and caring to everyone (KeithArnold 2017).
Third, inspirational motivation pertains to the techniques used by the leaders to convince
their members to attain the common goal and look the future brighter and full of hope. It
also pertains to the capability of the leaders to encourage them and show as inspiration to
subordinates by giving ambition and wants, appreciating the new chances, and
formulating and well-spoken an imperative vision for a generation. Finally, as a leader,
intellectual stimulation can influence the subordinates on how to think critically,
innovative, and creativity that shows the capability to solve problems in progressive
ways. It also demonstrates the ability of leaders to motivate followers to rethink their
expectations in the first place and nudge them towards creative thinking through
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innovation through task re-formulation, intellectual curiosity, ingenuity, and fresh ideas.
(Naima Andleeb 2019).
In addition, four components of transformational leadership are related to
implementing school-based management at the school level, and intellectual stimulation
focuses on the dimension of school-based management on the empowerment of authority.
Inspirational motivation focus on the motivational concept of school-based management.
It is important to keep teachers and parents motivated in school management. In an
individualized approach in the school-based management system, principals act as
mentors and advisors to help all staff solve common problems. Transformational school
leaders help group discussion of alternative solutions and avoid conflict among school
members and idealized influences. According to the school-based management concept,
schools independently define their own mission, goals, policies, strategic plans, and
assessment strategies.
In addition, according to the Division of Aurora's validation team of the
implementation of school-based management in the S.Y. 2020-2021, Dinalungan district,
out of 10 public schools, both elementary and secondary, only three schools have reached
the advanced level, while in Casiguran district out of 18 schools both elementary and
secondary, only five schools have reached the advanced level of implementation on
school-based management. These are alarming figures as few schools were following the
standard in implementing programs and projects that will help improve the education
system in said district. In addition, the researcher worked at the Mariano D. Marquez
Memorial National High School for six years as a secondary school teacher and was
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assigned as the coordinator of school-based management, and encountered several
problems and gaps in the setting implementation of the SBM. The researcher observed
that during the implementation of the project and the school plans, only a few staff
members were involved in implementing the programs; only the assigned committees,
especially the coordinators, carried out tasks. Some teachers lacked motivation and
commitment to the adjacent wok, which will lead to poor teacher performance and school
performance. In addition, the researcher noted that leaderships, especially the four I's are
factors in becoming teachers, have been motivated and committed to their work. Amirul
& Daud (2012) mentioned that the method and technique of motivating people, leading
directions, and striving for the vision are on how the leaders manage their organization by
choosing the appropriate leadership style.
Moreover, because the educational system has undergone a paradigm shift caused
by the pandemic, in the 21st century, they embark on various changes and developments,
the country's main concern remains to improve and innovate a more progressive
educational system, since the Department of Education (DepEd) has leveled the existence
of the K program to 12, which is the country's response to the current need for education.
Only at the local level, but in general. In this case, the researcher explored other areas of
concern related to similar DepEd initiatives aimed at continual improvement in
education. During school-based management implementation, school heads have a big
role in properly implementing the programs in school-based management. The school
leader plays a critical role in the creation or destruction of a school. Therefore, every
school principal must possess good qualities, strong leadership skills, and effective styles
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that can encourage and stimulate teachers, parents, stakeholders, and students to flourish
their dedication and relationship as a leader in the institution. The leadership styles of the
school head have a factor in achieving a high-quality education (Aba-a, 2010).
Therefore, the researcher wishes to collect relevant information on
transformational leadership and the implementation of school-based management for
himself and his colleagues, who have been the future leaders, to make possible solutions
to mitigate the 'improvement of the implementation of management in school-based
management. This study would help promote cooperation, unity, commitment, and
dedication among all members of the school population.
Literature Review
Below are the studies and literature related to the effects of the four I’s of
transformational leadership on school-based management published and unpublished,
local and foreign were presented and reviewed in this chapter. The review explored
varied research findings and views relating to school heads’ four I’s of transformational
leadership and its effects on the implementation of school-based management.
This study focuses on the review of literature on the effects of the four I’s of
transformational leadership in the implementation of school-based management. This
section contains; profile of the respondents, transformational leadership, the four I’s of
transformational leadership, school-based management, dimension of the school-based
management, the roles of transformational leadership of the school principal in the
implementation of school-based management, the role of the school principal in the

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implementation of school-based management and challenges facing the operation of the
school-based management committee. These give support for a better understanding of
the present study.
Profile of the respondents
One of the factors that affect the performance of school heads management is his
or her age. The Findings revealed that growing old gives wisdom, profound knowledge,
and a deeper understanding of people, events, and other happenings around them (Sabado
2014). Age matters in management, and that older managers tend to perform better than
younger managers because the older manager had acquired skills and experience through
the years of their long government or non-government service (Montero 2012).
According to the study of Klaudia Calvi (2019), there are many teachers in their
40s and 50s or older who still enjoy teaching students, learning new skills, working with
colleagues. Older teachers have greater expertise and have many tricks up their sleeves.
An older education teacher focuses on student learning and performance, including
developing and delivering curriculums, assessing student work, and offering feedback.
Furthermore, leaders who have little experience in management find it difficult to gain
trust relationships with the older members of the organization, and in terms of
interpersonal competencies, they have difficulty communicating in handling issues
(Benjamin and O’Reilly, 2011). Through the creative imitation process, the younger
leaders act as professional identity leaders wherein the emotions occur in the professional
identity (Åkerblom, 2011).

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On the contrary, Dimock (2019) is the millennial generation born between 1981
and 1996 (ages 23 to 38 in 2019), who are known to be confident and achievement-
focused. In addition, Rogayan (2018) cited in his study that young Filipino teachers aged
21-30 teach to bring positive change, prepare students for life, serve as an inspiration,
promote values, transform lives, enable others to dream, and they teach for passion. In
support of this view, Hauw and Vos (2010) said they are more willing to put forth the
extra effort to help an organization succeed, more willing to go without social time, and
work extra hours to help an organization. Moreover, Guiab and Ganal (2014) also
mentioned that the contributions of younger school leaders are remarkable, which became
why younger administrators are encouraged.
In terms of civil status, According to Dan Black (2013) in his Books Strong
Marriage Equals Strong Leaders. “your home life determines the true measure of
success……”.School has always been one of the most thrilling experiences of our lives.
School days are not only unforgettable, but they are also timeless. Schools have long
been referred to as a second home for various reasons, one of which being that we receive
all of our education from them. The highs and lows, friends and foes, have always been
like a rollercoaster ride. Tears and smiles accompanied by moments of life are all
worthwhile. Schools are vital because they can teach students about life's ups and downs.
School is like a family, with teachers acting as parents, constantly ready to shield their
students from negative influences and nurture them to their full potential.
According to (Mahnaz et al., 2013), civil or marital status affects an employee as
they found that married employees are more committed to the organization than their
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counterparts. Studies showed that this is a good point for school heads since having a
family would give them a better view of empathizing with the parents, learners, and
teachers ( Quezon, 2016).
Widowed school leaders performed their jobs well to keep themselves busy
mentioned by Montero (2010), Sabado (2014) assume that the attention and time of
widowed principals focused on their works. Consequently, they become productive and
influence good performance from their teachers. Rivera (2008), as cited by Barrientos
(2008), Sabado (2014), however, disclosed that being widowed has a positive and
negative influence on one’s performance. If the widowed administrator is penniless, it
will affect his performance, for there might be financial difficulties, but for the
administrator who has the money, he may not find much difficulty.
In her study, Sabado (2014) found out that school leaders’ civil status is
significantly related to teacher’s job performance and professional and individual
characteristics, and they come to school early and are always present in attendance. The
two groups in the organization, the widowed and married leaders, revealed that widowed
leaders better influence the teachers' work performance than married ones.
The study of Sabado (2014) revealed that civil status was not a significant
predictor of teaching performance. Regardless of marital/civil status, the study found that
the respondents had the same teaching performance. Thus, she concluded that the
teacher’s teaching performance was not influenced nor affected by civil status.
In terms of sex, there is an important role the Sex in the job performances of
workers, whether in offices or the field. Many studies show how males and females are
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connected in terms of their job performances. In the interpersonal dimension, the female
was found to score higher than mail (Sabado 2014).
In terms of planning skills, both male and female administrators performed very
satisfactorily; in organizing, female administrators performed their organizing skills
outstandingly while male administrators performed such skills very satisfactorily; in
terms of staffing, management of female were outstanding while management of male
was very satisfactory and in terms of directing, both male and female administrators were
very satisfactory; in terms of controlling, management of both male and female were very
satisfactory (Sabado 2014).
Based on popular belief, women were more nurturing than men and were seen as
the ideal candidate to fill the need of school (Eisenman 2015). Female teachers suit to be
a teacher since teachers are known as the “second mother,” and a mother takes care of her
children and instills values in them before sending them to school. Female leaders report
more such concerns than male leaders (Björklund et al., 2013; Ipsen and Jensen, 2012;
Skakon and Kristensen, 2011).
Tang Keow Ngang, 2011 argues that transformational leadership was exercised
by the entire Male’ primary school principals. It is very likely; they made their vision
clear to teachers. They facilitated the collaborative development of a school-wide vision
and promoted this through communication to all the parties concerned. They worked with
teachers to plan and carry out special events and expressed their enthusiasm for their
work with the teachers. They felt the need to provide an appropriate role model for
teachers. Besides, the results from the school culture showed that Male’ primary schools,
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teachers, parents, and students worked to some degree together for the common good of
the students.
In the study conducted by Saleem et al. (2017), it was found that demographics
are important to promote empowerment among teachers, and they stated that sex has a
significant relationship with teachers as they found in eighteen university teachers,
female teachers were deemed more responsible and concerned about students than their
male counterparts. Historically, females have dominated the profession of teaching at the
elementary and high school levels (BLS, 2013).
In terms of educational background, according to Karataş and Güleş (2011),
elementary school teachers have a high level of job satisfaction and commitment in an
organization, and emotional factors are effective than others.
There is a double challenge of increasing both the number and the quality of
teachers. States are creating more rigorous licensure standards at the same time, seeking
to hire more teachers. The need to find and keep good teachers is especially critical if
states and local districts are to meet rigorous education goals to raise student achievement
levels. Recent Tennessee, Boston, and Texas studies confirm that students taught by the
most qualified and effective teachers achieve at higher levels (Sabado, Norberta
Pahamutang, 2014).
Sabado, Norberta Pahamutang (2014) claimed that quantitative analyses indicate
that teacher preparation and certification measures are by far the strongest correlates of
student achievement in reading and mathematics, both before and after controlling
student poverty and language status. However, Sabado, Norberta Pahamutang (2014)
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found that teacher certification seems to matter for high school mathematics, but there is
little indication of its relationship to student achievement in lower grades. There was no
indication of a difference in student outcomes for teachers who gained certification
through an alternate route.
The relationship of qualification of teachers and student’s achievement consists of
different sort of considerable things across subjects. Teachers holding master’s degrees
have given more to increase mathematics scores than teachers with only bachelor’s
degrees. Middle school significantly related the gains in reading with teachers holding
Ph.D. in all subjects (for English teachers). Students’ scores in middle school and high
school were negatively impacted by having a teacher who holds only an emergency
credential. In middle and high school mathematics, a teacher’s mathematics authorization
(a proxy for subject-area knowledge) was the best teacher-level predictor of student
achievement (Sabado, Norberta Pahamutang, 2014).
In terms of the highest educational attainment, knowledge was positively related
to educational attainment (Sabado, Norberta Pahamutang, 2014). The higher the
educational attainment, the higher the knowledge. Sabado et al. (2014) revealed that
educational attainment also concluded in her study that educational attainment arises as
an important variable that positively affected school leaders' perceptions on their
effectiveness level.
A four-year bachelor's degree is the normal teaching certificate in the Philippines,
according to DepEd (2021). A Bachelor of Elementary Education qualifies elementary
school teachers, while a Bachelor of Secondary Education qualifies secondary school

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teachers. Both programs include a curriculum adapted to the level of education and are
determined by the Commission on Higher Education. It includes general education
subjects, education-related courses, topic specialization, and practical teaching.
Those with a bachelor's degree in other fields can also qualify to become a teacher
by completing a post-graduate program in Education. These post-graduate programs
range from one semester to one year in length and are completed by awarding a
credential most commonly referred to as the Certificate of Professional Education.
Advocates have claimed that graduate education can enhance teachers’ effectiveness
(Harris & Sass, 2011) and elevate the status of professional development. (Sahlberg,
2015).
Knowledge was positively related to educational attainment (Sabado 2014). The
higher the educational attainment, the higher the knowledge. Peralta (2009) and Sabado
(2014) concluded in her study that educational attainment surfaced as a significant
variable that positively affected the perceptions of school administrators on the level of
their effectiveness.
In terms of years in service, gains in teacher effectiveness linked with experience
are greatest in the early years of a teacher's career, but they continue to be considered as
teachers enter their second, and often third, decades (Anne Podolsky and Tara Kini,
2015).
As long as they experienced more in terms of leadership, the length of time they
have been in a position directly affects their perception as leaders (Ibarra et al., 2010).
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Mearaj (2010) stated that the more years a person has spent in the organization, the more
committed s/he becomes, as they perform better and gain experience.
Transformational Leadership
Leadership style is the key factor on how to encourage and to become committed to
the group of people to do a certain task to attain the common goal; it serves as the guiding
process of the employees towards the vision of the institution (Tajeddini, 2015; Mabolo,
A. 2021). A leader's actions Include a clear vision for the future, specific and
unambiguous objectives that motivate subordinates to define their own targets, and a
long-term vision. In this sense, leadership is the process of inspiring others, particularly
workers, to improve their abilities to achieve organizational success. (Demir et al., 2019;
Torlak & Kuzey, 2019; Ali et al., 2020; Mohammed et al., 2020, Mabolo, A. 2021).
According to Taylan Budur (2021), as cited Mabolo, A. (2021), in this modern-
day, Transformational Leadership has big effects because styles in leadership will help
subordinates to motivate, encourage, and inspire them to think critically, innovatively,
and committedly to delivers the services effectively and satisfied to the costumers.
Khalili (2016), as cited by Mabolo, A. (2021), transformational leaders were
influenced their subordinates to take the risk, and the result will be accounted which
employ a conducive learning environment and stimulate employees to work innovatively
through motivation and encouragement. Additionally, transformational leaders motivate
their employees to find alternative ways of completing their tasks to develop innovative
and creative ideas. Various studies have empirically proved the positive & significant
relationship between TL and OI (Fan & Das, 2017; Mabolo, A. 2021). Leaders must
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provide knowledge by demonstrating learning behavior to encourage the employees to
create new ideas (Razavi & Ab Aziz, 2017; Mabolo, A. 2021). Leaders’ intellectual
stimulation and inspirational motivation play an important function in implementing
organizations' innovations (Nardelli, 2017; Mabolo, A. 2021). Leaders with
transformational leadership skills inspire creativity by providing a vision that drives
employees to act creatively, resulting in OI. These two I’s of transformational leadership
(inspirational motivation and intellectual stimulation) are important aspects for OI,
Elkins, and Keller (2013), as cited by Mabolo, A. (2021). To become your subordinate
innovative in his or her field, good leaders with a transformational leadership style will
be one of the factors (Nazari-Shirkouhi, & Rezazadeh, 2013; Mabolo, A. 2021).
Transformational leaders’ characteristics are sharing knowledge and advocating
new ideas (Jyoti & Dev, 2015; Prasad & Junni, 2016; Mabolo, A. 2021). To overcome
fears of risk and change the routine of working, it will lead to a high level of creativity
through leaders with transformational leadership style. In the sense of idealized influence,
a leader will inspire the subordinates to become respectful and loyal. Transformational
leaders inspire and motivate the employees to achieve goals by articulating a steering
vision and path. Through intellectual stimulation, the employees are stimulated to
perform creatively. Leaders with individual consideration will give their employees
attention to fulfill their needs (Ng, 2016; Mabolo, A. 2021).
Most of them have contributed to the literature and provided some valuable insights;
the most promising direction of these studies is the influence of TL in promoting
creativity. Transformational leadership style has well-known as a leadership style

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because it is notable and very influential to the employees. Moreover, transformational
leadership has significantly related to predicting creativity (Mittal & Dhar, 2015, 2016;
Wang, Tsai, & Tsai, 2014; Wang et al., 2013; Mabolo, A. 2021).
In an organization, leadership has an important role in enhancing creativity in one
institution (Tidd, Bessant, & Pavitt, 2004; Mabolo, A. 2021). According to Yunus and
Anuar (2012), in completing an assignment or task, transformational leadership will have
a big impact on creating new ideas that will utilize in them to become more effective and
efficient outcomes. In his study, Yasin, Nawab, Bhatti, and Nazir (2014) revealed that a
positive impact on the implementation of innovation is the intellectual stimulation
component of transformational leadership. In addition, transformational leaders
strengthen the connection with their subordinates to lead in a good performance (Ng,
2016; Mabolo, A. 2021). Furthermore, other studies confirm that transformational
leadership positively impacts EC (Cheung & Wong, 2011; Jyoti & Dev, 2015; Khalili,
2016; Mittal & Dhar, 2015; Mabolo, A. 2021).
Leadership is important in developing a school culture wherein teachers are glad
about their tasks. Followers led by using transformational leaders have been regarded as
extra driven, motivated, and discover greater pleasure in their work (Menon, 2014).
Transformational leadership is possible to have an immediate effect on organizational
strategies, which can be related to worker practices, motivation, and satisfaction, which
are related to the high-satisfactory service provided and the general overall performance
of the organization. Menon (2014) observed a large link between activity satisfaction and
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school leadership and that in conditions of high usual activity satisfaction, instructors are
capable of discovering each transformational and transactional trait of their principals.
Transformational leaders have the ability to transform people and an organization’s
environment in a certain institution (Quin et al., 2015; Pepper, 2010; Mabolo, A. 2021).
The success of reforms was based on effective and capable transformational leaders
(Quin et al., 2015; Al-Omari & Sharaah; 2012; Pugh, Fillingim, Blackbourn, Bunch, &
Thomas, 2011; Mabolo, A. 2021). Leaders in performing schools will positively change
the organization by building trust among stakeholders and providing a healthy
environment in the workplace (Quin et al., 2015; Leithwood et al., 2008; Mabolo, A.
2021).
Through celebrating every success, is one way to strengthen the organization’s
culture, share one’s success stories, and strengthen the standards and values (Quin et al.,
2015; Turan & Bektas, 2013; Mabolo, A. 2021). According to Abu- Tineh, Khasawneh,
and Al-Omari (2009), as cited by Quin et al., 2015; Mabolo, A. 2021, leaders who
manage the performing school will change the organization in the process of changing
the culture environment, motivating enhanced the performance of the subordinates.
In educational leadership studies, the most popular style in leadership is
transformational leadership (Northouse, 2016; Mabolo, A. 2021). Bass and Riggio (2006)
transformational leaders are the leaders who stimulate and inspire subordinates to
enhance their capability in terms of leadership, and extraordinary outcomes will be
attained. Transformational leaders,

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Transformational leadership has multiple dimensions. Idealized influence is the first
dimension of transformational leadership (Northouse, 2016). It is about “charismatic
leadership,” described as leaders who can act as a strong influence to their subordinates
(Northouse, 2016; Bass & Riggio, 2006).
Northouse (2016) presented the idealized influence dimension, a transformational
leader with a firm and high moral standard and a strong balance of right and wrong.
Moreover, Bass and Riggio (2006) idealized influence leader also has high moral
standards and conducted high ethical standards, taking a risk is one characteristic of
leaders who are performing the idealized influence style.
Northouse (2016) idealized influence dimension of transformational leadership
guides how the leaders influence the subordinates. Northouse recommends that the
subordinates observe the leaders who are taking the practice of idealized influence are the
leaders that exert influence using taking into actions; Northouse called this as the aspect
of the behavior of leaders. However, Northouse notes that this principle is the root of the
leader’s perception made by the subordinates. The principle component is connected to
the leader's charisma, who attracts the subordinates to the leader without showing any of
the behavior itself (Graybeal, 2015).
Inspirational motivation is the second dimension of transformational leadership (Bass
& Riggio, 2006; Northouse, 2016). Bass and Avolio (2006), as well as Northouse
(2016), it is referred to as "team spirit" as Northouse defined the dimension. Yahaya and
Ebrahim (2016) it is the ability that leaders to stimulate enthusiasm, enhance the
confidence of the subordinates incapable of performing their tasks, and perform what is
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in the vision will be served as an inspiring motivation. Bass and Riggio (2006)
inspirational motivational leadership is connected to how the leaders will engage or their
subordinates in future vision of the organization. It creates a clear picture of expectations
and promotes commitment to goals and a shared vision of one institution.
Intellectual stimulation is the third dimension of transformational leadership (Bass &
Riggio, 2006; Northouse, 2016). Bass (1985) recommended this dimension as
encouraging the subordinates to ask their beliefs and be creative in problem-solving. It is
also the ability not to criticize the mistakes made in the problem-solving process (Bass &
Riggio, 2006). It also encourages the subordinates to question the assumptions and
reformulate problems; the leader also provides the needs of the subordinates (Walumbwa
et al., 2008). Questioning leadership beliefs and values is also encouraged (Bass &
Riggio, 2006; Northouse, 2016).
Transformational leaderships' fourth dimension is individual consideration, where
the leaders pay close attention to the followers' needs while providing a supportive
climate and act as mentors or coaches to help mold followers into leaders (Northouse,
2016). The relationship between leaders and followers is very important to be developed
in individualized consideration. For you to determine the need of your subordinates, as
the leaders, it is your responsibility to determine each needs of your followers to manage
your organization (Yahaya & Ebrahim, 2016).
However, Northouse (2016) mentioned criticism about the full coverage of
leadership, due to the broad range of activities like creating a vision, encouraging
followers, being an agent of change, and creating trust, parameter to assess

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transformational leadership is difficult to identify. Northouse's broad theory defines this.
Another criticism made by Northouse (2016) is treating transformational theory as
something to be possessed innately and not taught. If leadership is a trait possessed by
chosen few, it makes the leader an elitist or someone above its followers and therefore
operates above the needs of its followers. It implies that leadership cannot be learned and
that leaders are born and not developed. In line with this critique is the thought that the
transformational leader is a hew, and without him or her, the followers are helpless
without the leader’s intervention.
Another confirmed intentional transformational leadership strategy on principals’’
part as developing a good and healthy relationship with the appointed school head. Thus,
resulting knowledge-importing relationship leading to the school’s transformation (J.
Mackle, 2020; Tuttle Wilhelm, K. (2021)). He then also seize opportunities for progress
on every sectional leader in school. His way of supporting them is guiding and coaching
if what should be done (Tuttle Wilhelm, K., 2021).
Efforts are what matters for the visibility of success, and that is what leaders
should acknowledge. Maximizing the potential of every individual, group, or team with a
firm target will make it happen (Tuttle Wilhelm, K., 2021).
Individual and or group contribution of teachers to their field of organization is
indeed important. The impact of transformational leadership will be reflected in students’
results and achievements, whether good or not. This also affects teachers' level of
commitment to their school’s mission (Tuttle Wilhelm, K., 2021).

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A positive result is similar when teachers are determined and willed when their
prospects reflect their works according to their students’ performance. This also increases
their self-esteem and acknowledgment of the development of the relevant sectors. (J.
Mackle, 2020; Tuttle Wilhelm, K., 2021). It begins with developing a vision of the
organization state that it wants to achieve, with the assurance of intellectual stimulation
benefit for teachers Geijsel et al., 2003; Tuttle Wilhelm, K., 2021).
One facet of Transactional Leadership should not be missing. In education,
Contingent Reward Transformational Leadership will facilitate (Riaz & Haider, 2010;
Tuttle Wilhelm, K., 2021). Teachers' should be assured too, as assessing their students. If
it reflects transformational view – the leaders’ work, Tuttle Wilhelm, K., (2021), then it
will contribute to careers satisfaction in their field as found that it will foster more career
satisfaction among teachers.
The leader should get along with their subordinates, addressing the needs
respectively. The absence of leadership attention on its subordinates would lead to
uncertain and unsustainable success (Tuttle Wilhelm, K., 2021).
The Four I’s of Transformational Leadership
1. Individual Consideration
Individual Consideration emphasizes the individual accomplishments,
advancement, support, and development of followers. These leaders also mentor and
teach their followers to benefit from it fresh learning opportunities and value diversity. It
also demonstrates how the leader's traits contribute to the subordinates' satisfaction
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through guiding, encouraging, and attending to their own needs (Shiau Wei Chan 2019;
Mabolo, A. 2021). Individual consideration focuses on a leader who treats employees as
individuals, spends time coaching and developing their skills, cares, and is
compassionate. (KA Arnold 2017; Mabolo, A. 2021).
Individualized consideration is described as taking into account the uniqueness of
each employee. Transformational leaders connect each follower's priorities to the
organization's growth (Bass & Avolio, 1994; Mabolo, A. 2021). They concentrate on
employee development, education, and training to deliver possibilities for advancement
(Avolio, Zhu, Koh, & Bhatia, 2014; Mabolo, A. 2021). Leaders’ ability to execute and
direct the subordinates will lead to attaining the objectives (Snell, Stanley, Zhang, &
Almaz, 2013; Mabolo, A. 2021).
Individualized consideration is the participation of people in an organization's
change process (Conger, 2014; Mabolo, A. 2021). This necessitates a proper diagnosis of
their desires, requirements, values, and abilities. Peoples’ trust in the leaders increases
through this behavior (Manteklow, 2011; Mabolo, A. 2021). So, in addition to a big
picture, a transformative leader must understand what inspires each Individually, each of
his teammates. Human desires and requirements are diverse. Some people seek
consistency, while others seek excitement and change; others like money and vacant
time. The leaders who always pay attention to the different needs and wants of other
people can become effectively notable in all of these demands (Conger, 2014; Mabolo, A.
2021). Transformational leaders display acceptance of individual differences through

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their actions and give duties based on their personal preferences (Conger, 2014; Mabolo,
A. 2021).
2. Intellectual Stimulation
Intellectual Stimulation has put the followers to the test in creative thinking and
finding a solution to a challenging challenge. It stimulates the capability of the leaders to
give challenges to their subordinates to consider their expectations, pushing them to think
creatively and innovatively in the issues of changes, self-curiosity, inventiveness, and
fresh ideas. (Naima Andleeb 2019; Mabolo, A. 2021).
Intellectual stimulation is likely the most understudied facet of the
transformational leadership method. Nonetheless, it can have a big impact on team
procedures, including team learning. Through intellectual stimulation, leaders always
encourage subordinates to think and perform in different ideas and encourage new and
different ways of action. Furthermore, leaders generally instill good psychological and
affective states in their teams, allowing them to improve their performance and well-
being. According to leadership studies, certain leadership behaviors influence employees'
optimism, excitement, and emotional commitment (Rafferty & Griffin, 2014; Mabolo, A.
2021) and can help build a pleasant team climate. The dynamics, behaviors, and
performance of a team are all affected by positive affect (Collins, Lawrence, Troth, &
Jordan, 2013; Mabolo, A. 2021). According to Rafferty and Griffin (2014), intellectual
stimulation may influence team members' affective reactions (e.g., affective commitment)
by giving them the impression that their leaders appreciate their contributions and are
concerned about the team's progress. As a result, intellectual stimulation may boost team
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learning by infusing good emotions, encouraging members to participate in group
learning.
3. Inspirational Motivation
Inspirational motivation is defined as a set of strategies used by leaders to
persuade their subordinates to pursue specific goals and see the future positively. It also
refers to a leader's ability to motivate and inspire subordinates by providing meaning and
challenge, recognizing new opportunities, and establishing and articulating a compelling
future vision. This leader also possesses passion and optimism, excellent communication,
realistic anticipation, and the ability to develop a commitment to shared visions. (2019,
Sye Fang Ang; Mabolo, A. 2021)
Inspirational motivation is involved with the formulation of a vision, the
development of clear and plausible strategies for achieving the vision, and the
mobilization of commitment to that vision through clear and plausible communication of
the vision to followers (Wаlumbwа аnd Lawler, 2014; Mabolo, A. 2021). This is thought
to drive employees to collaborate toward a common goal to fulfill or exceed projected
targets, also known as extra-role performance (Uzonnа, 2014; Mabolo, A. 2021).
Communication, teamwork, and motivation were all examined as part of the inspirational
motivation.
Organizational communication refers to sending and receiving messages through
various levels of authority and utilizing various message formats to address various
problems of importance to the organization where an individual belongs to or works for

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(Desmidt, Prinzie & Decramer, 2011; Mabolo, A. 2021). Organizations that can
communicate their vision and mission statement to their employees do better than those
unable to do so (Ezekwe & Egwu, 2016; Mabolo, A. 2021). Effective communication has
been shown to increase job satisfaction, which leads to increased productivity.
Several studies stated that teamwork positively influences employee performance
(Khan, & Mashikhi, 2017; Mabolo, A. 2021), and team members improve their skills,
knowledge, and talents (Froebel & Marchington, 2015; Mabolo, A. 2021). Organizations
that emphasize teams have more productivity, better problem-solving skills, and higher
employee job performance.
Rаjput, Bаkаr, & hmаd (2013) define motivation as an individual's desire to
perform a behavior and show a willingness to exert effort. Employee job performance is
positively influenced by extrinsic and intrinsic rewards (Quresh, Zаmаn, & Shаh, 2014;
Mabolo, A. 2020). Reward management systems, whether intrinsic or extrinsic, assist
firms in attracting, retaining, and motivating high-potential individuals, resulting in high-
performance levels. Several studies show a favorable association between intrinsic
motivation and job performance and intrinsic motivation and job happiness.
4. Idealized Influence
It is focused on the charismatic leader's action in terms of beliefs, and the
importance of the mission is referred to as Idealized Influence. It signifies how deeper the
followers believe their leaders' leadership style and communicate with them. Leaders
serve as role models who are respected, admired, and trusted. Leaders maintain
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consistency, share risks with others, act ethically, and prioritize the needs of others over
their own (Izzuddin Zaman 2019; Mabolo, A. 2021).
Leadership, according to Northouse (2018) and Rowe (2014), Mabolo, A. 2021, is
a process in which one individual inspires a group of others to reach a common purpose.
Many leadership studies have focused on establishing the superiority of transformational
leadership over other leadership styles in forecasting organizational performance (Josh
Hancott, 2015; Mabolo, A. 2021). Wang, Chich-Jen corroborated this finding, and Mei-
Ling (2013), Mabolo, A. (2021), to improve performance, transformational leadership
style is one of the reasons for the leaders to become successful in attaining the vision,
mission, and goals of the organization.
Here is the process of transformational leadership: A person interacts with others
and forms a bond that increases both the leader's and the follower's drive and morals
(Northouse, 2018; Mabolo, A. 2021). The four characteristics of transformational
leadership: idealized influence, inspirational motivation, personalized consideration, and
intellectual stimulation (Cherono, 2016; Mabolo, A. 2021). The idealized impact of
transformational leadership as a component and how it affects employee work
performance was the subject of this study.
Idealized influence is concerned with a leader's ability to exert emotional control
over and gain respect from his or her followers. When leaders act as good examples by
displaying exemplаry ethical behavior, they have ideаlized influence (Avolio & Bass,
2013). This process of subordinate identification causes the leader's ideas, beliefs, and
objectives to be hidden. Meanwhile, the leader's self-image and self-esteem become

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associated with the workers. As a result, workers are naturally motivated to contribute
more to the organization. This extra effort leads to more engaged practices (Bass & Bass,
2008; Mabolo A., 2021). The study looked at three characteristics of idealized influence:
trust, charisma, and ethical leadership.
Charisma allows for identification with the leader and a desire to go above and
beyond to support the leader. According to Hoogh, Hatog, and Koopman (2015), a
leader's charisma is positively related to employees' positive work attitudes and
profitability. Employees in the charisma context, according to Towler (2013), Non-
charisma setting participants performed better, adhered to the organization's vision more
frequently, enjoyed the task more, and had higher ratings of successful delivery and
charismatic leadership.
Employee job performance is positively influenced by ethical behavior in an
organization, according to Saeed, Shаkeel, and Lodhi (2013). Employee performance is
linked to ethical leadership, according to Wаlumbwа, Mаyer, Wаng, Wаng, Workmаn,
and Christensen (2017). Ethical leаdership is appropriаte in both normаl and influentiаl
situations when it comes to the proper operation of organizations. Mihelic, Lipicnik, and
Tekаvcic (2014) claimed that ethical leaders consider the long-term consequences,
challenges, and benefits of the decisions they make in the company. These leaders are
humble, care about the greater good, strive for impartiality, be accountable, and respect
each individual.
Trust has been linked to numerous attitude outcomes of one's job happiness,
organizational commitment, organizational commitment, organizational commitment,

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organizational performance, and organizational commitment, according to Pomirleanu
and Mariadoss (2016). Trust has a favorable effect on employee commitment, work
satisfaction, and performance, according to Wamleh (2013). In one institution,
interpersonal trust among coworkers, feedback, and monitoring of advanced
organizational behavior is successful (Bakiev, 2013). People suspicious of each other
cannot produce excellent work afterward (Bilgiç, 2013). Excellent trust levels are
believed to lead to desired business behaviors, Positive organizational behaviors, and
excellent employee performance (Dirks & Ferrin, 2017). Employee job performance is
positively influenced by trust (Deci & Ryan, 2014).
De Angelis et al., Johnson, Kraft, and Papay (2012) stated, “ The big factors in
teachers’ job satisfaction were based in the leadership style of the school heads, school’s
culture and connections among colleagues.” The teaching and learning process will
become effective if the school leaders provide a conducive and orderly school
environment and appropriate instructional leadership. Teachers' ability will boast out
when the surrounding is full of trust and respect; effective teaching is a very important
aspect of the organization's culture and to the students' success.
According to Rosenthal and Pettinsky, quoted by Waller (2016), achievement
cultures and high expectations are shaped by effective school leaders and reflected in
teachers' and students' teaching and learning processes. Effective school leaders are
warm, approachable, and genuinely care about the needs of others. Under the guidance of
effective leaders, educators are challenged and supported to improve their teaching
methods and approaches, inspiring them to spend more time in their classrooms and focus
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more on based learning. They are learning, applying, and retaining the information being
taught. Effective school leaders also create a culture of trust and mutual respect through
fair and impartial actions and decisions, but not all school leaders exhibit the above
behavior. Some exhibit "dark side behaviors" that involve greatness, self-centeredness,
and even hostility.
School-Based Management
In the late 70s, it started to occupy the policy agenda and has shades of meaning
(Lindber & Vanyushyn, 2013). Like how North America started its instructional
leadership, the spread of school-based management procedures became similar to the
implementation in other countries. However, it became complicated because approaches
seemed to differ from others, and there is some clarification to make. (Lindber &
Vanyushyn, 2013). On the other hand, difficulty in carrying out the roles as pedagogical
leaders emerged when reports say school-based management increases the workloads of
principals and managers (Lindberg, 2013; Lindberg & Vanyushyn, 2013).
One strategy to advance the management of the educational system is through
School-Based Management. It is the mechanism by which power authority and resources
are assigned from the central offices and field offices to different schools (Prabhakar and
Rao, 2011; Algones, 2019). Consequently, school-based management delegates the
power of decision-making to motivate the school (Abulencia, 2012; Algones, 2019). With
this approach, more participation is gained from the stakeholders like the parents, the
students, the teachers, alumni, school heads, local officials, and other concern groups
(Moradi, Hussin, and Barzegar, 2012; Algones, 2019). School-Based Management also
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has the advantage of offering not only to the educational system but also to the school's
location. Due to SBM, the school stakeholders were drivers to create the results. It proves
teachers’ confidence and encourages headship among school stakeholders. It also allows
engagement between and among the stakeholders, especially when deciding the best four
the school.
Furthermore, it also a comprehensive concept in crafting programs in school
decide on where to pool the resources of school the main goal of the transfer of power
from the central offices to the school is to expand efficiency and adeptness of the
education system by providing the school with authority, community involvement, and
answers to create decision (Di Gropello, 2006; Algones, 2019). However, some problems
are also encountered, like the few attendees during conferences conducted for the PTA,
which proves small operation from the parents. Their nominal participation rate and the
dip need of schools of more classrooms and the school facilities (Abulencia, 2012;
Algones, 2019).
The approach of SBM aims to advance the school educational system. It intends
to support DepEd attaining its mission, vision, and goals. With SBM, the school heads
can objectively assess whether they are doing their job, as mentioned in RA9155. SBM
also evaluates the strategies. It points out the strength and weaknesses of the school head,
which is the basis for further improvement. It certainly affects the school head’s
performance. By implementing SBM, school heads have a clear goal in their minds
(Pepito and Acibar,2019).

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Decentralization of power to the school level is a global trend and implemented to
improve the participation of students, their parents, the teachers, school heads, local
officials, the community, NGOs, and other stakeholders. It is none recognized as SBM. It
is an approach to give school independence, decision-making power, and accountability
(Bandur, 2012; Barrera-osorio, Fasih, Patrinos, & Santibanez, 2009; Caldwell, 2005;
Moradi, Hussin, & Barzegar, 2012; Isa et al. 2020). School-Based Management is also
acknowledged as site-based management and site-based decision making. It can also be
referred to as school-based decision-making and shared decision-making (Bandur, 2012;
World Bank, 2013; Isa et al., 2020).
School-Based Management aids as a new model in the educational organization
of power between the government and the school as a body are able to make the center of
its own decisions (Arar & Nasra, 2018; Bandur, 2017; Tansiri & Bong, 2018; Isa et al.
2020). One way to measure the school's level of decision-making in our education system
is by measuring the scope of its autonomy to decide solely with regards to its education
program, its staff, and the planning of strategies (Alyami & Floyd, 2019; Isa et al. 2020).
Therefore, School-based Management can be demarcated as the school head's ability to
exercise his or her power in making decisions about school matters. The school's
management includes the organization body, curriculum management, co-curricular,
students' welfare, staff involvement between the body and among themselves, teachers'
engagement with students and their parents, and community linkages.
In Abulencia's (2012) study, he expressed that the School-Based Management
(SBM) entices many education managers and experts; it yields different positive results
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such as improving students’ academic performance, increased cooperation from parents
and the community regarding their children’s education. Thus the centralized and
bureaucratic education system is deconstructed and reconstituted to give way for a
decentralized management system.
The study of Arlanza (2011) revealed that the SBM, along with the six
dimensions and their relationships to pupils’ achievement, has a Level 1 of
implementation, but they differ in their stages. Along this line, ARTD Consultants (2011)
stated that School-Based Management should be extended to other schools based on the
potential opportunities for improving outcomes for students and schools.
Hussein (2014), as cited by Isa, Mydin, & Abdullah (2020), focused on four
crucial aspects of School-Based Management application in Schools in Malaysia. First,
School-based Management furthers the growth and revolutionary role of the school in
education transformation. Second, school-based management stimulates intricacies from
the local level with its locally created programs tailored to the school's specific needs for
suitable effects. Third, SBM improves the leaderships abilities of local leaders in terms of
their skills in organizational management and trouble-shooting skills instead of being
dependent on the central office. Fourth, SBM acknowledges the proficient of school
principals and teachers as main players and the community as supporters, specifically
regarding the decisions made for the school. Therefore, SBM is a strategic move to
enhance the education system, which gives the school responsibilities and
accountabilities of its welfare (Varatharaj, 2015; Isa, Mydin, & Abdullah, 2020).
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School-Based Management (SBM) serves as a new paradigm in education
management; a package of educational reform in maintaining a balance of authority
between the government and the school children, as well as an autonomous decision-
making center (Arar & Nasra, 2018; Bandur, 2017; Tansiri & Bong, 2018; Isa, Mydin, &
Abdullah, 2020). In the education system, the level of decision-making can be
determined through the extent of autonomy by the school to make decisions regarding
curriculum, staff, and strategic planning processes (Alyami & Floyd, 2019; Isa, Mydin, &
Abdullah, 2020). The positive effect of SBM implementation conveys its benefits in the
different facets of the school, which includes attendance of students, student’s academic
performance, and school management (Arar & Nasra, 2018; Bandur, 2012; Barrera-
osorio et al., 2009; Caldwell, 2005; Grauwe, 2005; World Bank, 2013; Isa, Mydin, &
Abdullah, 2020). The positive effect of SBM in implementation in the Philippines is
shown in the improved school performance from 2006 to 2009(World Bank, 2013; Isa,
Mydin, & Abdullah, 2020). Similarly, in Indonesia, SBM implementation, which was
started in 2002, considerably impacts student learning outcomes (Chen, 2019; Isa, Mydin,
& Abdullah, 2020).
Due to School-Based Management, school heads and teachers could practice their decision-making skills and
leadership skills. SBM made it possible that the decision-making could be done at the school level. Thus, creating an
environment where school heads, teachers, students, and the school stakeholders can do their tasks efficiently. In the
context of SBM, Decentralization is the transfer of accountability and responsibility from central offices to school level
with all the matters regarding school improvement, raining and allocations of funds, management of resources (DepED
Order NO. 230, series 1999) as cited by Pepito G.C.et.al.(2019)
The significance of SBM in advancing the level of learning outcomes has been highlighted on different legal
bases. The Local government code of the Philippines (RA 7160) empowers communities to be more efficient associates
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in reaching national objectives. Furthermore, the Medium-Term Philippine Development Plan (MTPDP 2004-2010)
mandates localized educational plans to help schools stress improving innovations, creativity, initiatives, and
effectiveness. At the same time, the Governance of Basic Education Act of 2001 (RA 9155) focuses on decentralizing
school governance. On the other hand, the Basic Education Sector Reform Agenda (BESRA) offers a set of guidelines
concentrating on Key Reform Thrusts (KRTs). KRT 1 emphasizes constant school improvement with active
cooperation from the stakeholders. It is attached to the belief that people who are directly involved and affected by the
decisions made are the ones who can craft programs, solutions to problems and plan and implement strategies to
develop the school (Pepito G.C.et.al. 2019).
Dimensions of the School-Based Management (SBM)
School-based management (SBM) is emphasized so that school authorities can
swiftly address their local needs. It tries to draw community cooperation to ensure
applicability plans used in the school (Lapus, 2008; Bungkac S. K. et al., 2016). In an
article on school-based management, SBM will focus its efforts on strengthening the
Department of Education's support system on school-based management through
improving educational planning and management. This has objectives such as a) to
strengthen the support system of the Department of Education, regional offices, selected
divisions, and schools for school-based management through improving educational
planning and management; and b) to develop a functional management support system
for continuing school improvement at regional, division and school levels. The school-
based management components comprise of six sub-components: 1) policy and planning
system; 2) participatory mechanism in education governance; 3) human resource
development of educational management; 4) quality assurance and accountability system;
5) program to improve access; and 6) unified information system.

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The assessment tool of the Revised School-Based Management (SBM) is directed by the principles of
ACCESs (A Child and Community-Centered Education System):
First, Leadership and governance steer the education system to materialize its vision, mission, and goals,
making it responsive and relevant to the context of diverse environments. Second, the needs of the community and its
learners were the basis of curriculum and instruction systems. They are developed and continuously improved by the
school community. Third, Accountability and continuous improvement mean having a clear, transparent,
comprehensive, and responsive accountability system, cooperatively developed by the school community, monitors
performance, and acts appropriately on gaps and gains. Lastly, resource management is collectively organized,
judiciously used, and mobilized with transparency, effectiveness, and efficiency to support targeted education
outcomes.
Along these four dimensions of an ACCESs school system, the SBM practice will progress within the context
of “differentiated practice” as created and affected by the variations in the typology of schools, leadership quality and
characteristics, resources of the community, diversity of learners, and extent and depth of community involvement
(DepEd Order No. 73, s. 2012).
The Roles of Transformational Leadership of the School Principal in the

Implementation of School-based Management
Transformational leadership is a practice where leaders and followers motivate
one another to inspire a community with a high sense of morality and engagement related
to their main roles and functions (YICEMAP, 2019). Consequently, transformational
leadership is also referred to as a form of leadership that aims to change the system by
appealing to the sense of morality of its followers, their sense of purpose.
Transformational leadership is a form of leadership that intends to change the status quo
by realizing its followers’ interests and needs. This leadership always endeavors to build
a working environment that has a family atmosphere. This leadership encourages
employees to protect one another and support each other to attain goals. Thus, the school
leader’s transformational leadership is a strategy that inspires evolving awareness by

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knowing the needs of each school staff and motivates eagerness to reach goals without
stress and is implemented by the school principal as a professional teacher who is tasked
to be the head of the school and has the primary role of managing and directing the
school (Antlantis, 2019)
The qualities of transformational leaders are 1) recognizing themselves as movers
of change, 2) brave people, 3) trusting people, 4) value-driven, 5) lifelong learners, 6) can
overcome complexity, obscurity, and uncertainty, and 7) visionaries. Therefore,
leadership has many functions, so it is justifiable to state that it influences the school-
based management of 21.1%
With regards to qualified leadership, there are many leadership competencies
garnered from school heads that affect the success of the SBM. Androniceanu mentioned
many leadership competencies that can be utilized in orders to fortify the knowledge of
school-based management like managing efficient organization, allocation of resources,
communication skills depending on who the audience is, and developing empowered and
accountable employees.
The idea of school climate, coined from organizational climate research, refers to
the comparative long-lasting and stable environment characteristics experienced and
affected by students, teachers, and schools. It is classified into three dimensions:
affiliation, innovation, and justice (Wang 2016).
Studies find that transformational leadership can boost members’ emotional
loyalty to the organization (Wu 2013). If a school head has a firm belief and conviction,
its members associate themselves with that belief, in retrospect producing attachment to
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the leadership and organization. With this kind of leadership, the members mimic their
leader, resulting in passionately ordering members (Zhang and Chen 2011). One crucial
role of transformational leadership is to create a school’s climate and build a school
culture that shows care, respect, and cooperation.
Thus, the students will realize their role and understand their capability to
encourage change that may affect the school’s vision. With this, the affiliation climate is
possible to form (Wang and Tian 2016).
To attain a successful policy implementation, the role of teachers and teacher
competency is a major aspect. Ali et al. (2019) identified a significant connection
between the personal competency dimension of a teacher’s decision-making and
teachers’ autonomy as a whole and part of the curriculum. As autonomous individuals,
the teachers have to take active steps in using the freedom in decision making and the
independence to trump education-related problems (Varatharaj, 2015). Ismail and
Abdullah (2014) determined that the autonomy and accountability facets practiced in
Malaysian autonomous schools will call for a well-equipped teacher to serve as a
professional individual in school. Teacher engagement in decision-making can also
heighten the urge to perform in their teaching process while improving efficiency and
effectiveness in teaching.
Principals are the leadership heads responsible for transforming school culture to
meet the increased demands of local, state, and federal stakeholders. Transformational
leadership is a type of leadership centered on leaders establishing new norms, changing

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employee attitudes, creating a new vision of reality, and making fundamental changes to
the organization's culture (Matthew Anderson 2017).
Bruggencate, Luyten, Scheerens, and Sleegers (2012) link the school leader and
student outcomes. This study strengthened the belief that leadership is most effective
when leaders consider the followers on members and the context or situation of the
school. Bruggencate et al. identify “mediated” impacts to describe what other researchers
had called indirect; this study recommends that leadership affected results at multiple
levels: school level, teacher level, and student level.
Allen, Grigsby, and Peters (2015), based on their findings from previous research,
reinforced the idea that principal leadership had an indirect effect on the student learning
process that was displayed in school climate, trust between principal and teachers, and
principals who demonstrated needed by teachers and students to be successful.
The latest evidence of principal leadership that impacts student outcomes is found
in the work of Day, Gu, and Sammons (2016). The three researchers precisely studied the
effect of transformational and instructional principal leadership and how practitioners
positively affect results in their buildings. In strengthening much of the previous work,
Day et al. concluded that effective school heads were motivated by common values based
on morals and ethics. These leaders were respected and trusted by their members and
parents and toiled to build trust and relationships persistently. Finally, principal leaders
are most efficient when they build the leadership capacities of their staff.
Leithwood and Sun (2012) conducted a meta-analysis of research that aims to
identify transformational school leadership's effects. One facet of their research

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emphasized transformational school leadership’s impact on multiple outcomes, including
achievement. The result stated that transformational leadership had a small but significant
positive effect on the achievement of students.
As cited by Waller (2016), Peterson cited that the role of school leaders has
evolved through the years. Instead of just being a manager, the school leaders are now
being held accountable for student performance. Every school has a culture that affects
students’ achievement and improvement. The school leaders have a vital role in creating
that culture. A positive culture in the school organization will also affect the teaching and
learning positively. It is the key to a successful school organization for both teachers and
students. A positive relationship yields a positive culture. School culture involves the
feeling of how things are accomplished in an association. Schools with strong and
positive cultures have service-oriented staff members. It also nurtures a friendly
environment where members celebrate each other’s success. It encourages a network of
supportive social and professional development and advocates humor.
The Roles of School Principal in the Implementation of School-based Management
According to YICEMAP 2019, the implementation of SBM needs effective
leadership capabilities. The efficacy of the principal’s part in implementing SBM include
the aspect namely ten the possible utilization of new or revised instructional resources
like curriculum materials or technologies, 2) the possible usage of new teaching approach
like new strategies or activities, 3) and the possible changes of beliefs like pedagogical
assumptions and theories beneath certain policies or programs.

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Efficient school heads in the aggressively restructuring SBM school study were
using a significant amount of time to create opportunities for their staff to be empowered,
trained, and rewarded for their efforts. This result resulted in emergency new roles for
school heads which includes the following: First, school heads are now the designer of
champions of involvement structures which aims to help decision-making committees
that involve the different school stakeholders. The involvement provides opportunities for
dialogues revolving around a school concern. Principals empowered the teams with
authority by clearly stating their areas of responsibility. Second, school heads are also
motivators or coaches to create a supportive environment. As a motivator, they portray
and embody trust, promote risk-taking, convey information, and encourage cooperation.
Third, school heads are facilitators or managers of change. They embolden the
development of staff as a continuous school-wide activity. They provide tangible
resources like money, equipment, and materials and intangible resources like time and
opportunities to members to help attain school goals. They also actively solicit funds and
materials and inspire grant writing among staff to enhance school resources. School
heads also make interventions by removing destructions which enables teachers to focus
on the teaching and learning process. School heads in SBM schools should have an
equilibrium in this variety of roles. The school head function is changing from direct
instructional leadership to organizing decision-making bodies, usually a committee of
teachers, and dealing with a broader range of people, including community members and
other school stakeholders (https://www2.ed.gov/pubs/SER/SchBasedMgmt/roles.html).

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The principal wields the highest authority in the school because he /she is
accountable for all school events. Furthermore, the principal plays the crucial role of
improving the quality of education and also supports the academic and social success of
all learners, especially those who have been marginalized due to their ethnicity, race,
ability, language, gender, religion, and socio-economic status (Brooks & Brooks, 2019).
Thus, the principal is a key player in this domain by molding the school environment,
motivating, encouraging, and supporting continuous learning in school members (Li,
Hallinger, & Ko, 2016).
The principal's part is vital in evolving the educational process, student
achievement, and learning outcomes because the quality of school leaders is associated
with student academic success. Thus, school institutions should capitalize on leadership
training and the growth of school principals (Jones et al., 2015; Tingle, Corrales, &
Peters, 2019). Principal leadership is imperative for accomplishing school organizational
goals because leaders make a positive revolution in education by inspiring the school
staff to be proactive, take the initiative, and be movers of changes (Quin, Deris, Bischoff,
& Johnson,2015). School leadership has a notable effect on the structures of the school
organ, which benefits the quality of teaching and learning. The role of leadership is to
create an environment for organizations that nurture high-caliber teaching personnel and
yield progress in the learning process results (Leithwood, Harris, & Hopkins,2020).
School leaders exhibit their strength, instructional leadership, and idealistic
management for maintainable school improvement. They play the central role of crafting
and complying with ideas, creating a culture of trust and support, and monitoring student-
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friendly learning (Wang, 2016). Principals model the virtue of wisdom and knowledge in
building long-term goals for their schools and developing schools for the next generation
(Eisenschmidt et al., 2019). School leadership for inclusion also includes making difficult
decisions. It is an intricate and composite course of action that needs conscious targeted
efforts, advocacy, and a significant way of leadership. In order to strengthen inclusive
practices, support and recognition from all stakeholders are needed to achieve the
common goals (Carter & Abawi, 2018).
Even though leadership skills and action create a socially just school, institutions
often paralyze school principals because social justice leadership can generate problems
and challenges (DeMatthews & Mawhinney, 2014). Assessing the effectiveness of
inclusive education is a complex and interesting challenge (Forlin, Chambers, Loreman,
Deppler, & Sharma, 2013).
According to the study of (Isa, Mydin, & Abdullah, 2020), The outcomes from
previous studies showed that teacher autonomy was at a moderate level in terms of the
teaching and learning process (Ali, Abdullah, & Mohammad, 2019; Isa, Mydin, &
Abdullah, 2020)) as well as in assessment in student learning (Varatharaj, 2015; Isa,
Mydin, & Abdullah, 2020). In addition, Ismail and Abdullah (2014), as cited by (Isa,
Mydin, & Abdullah, 2020), establish that the level of autonomy among teachers was
higher at schools in an urban areas than in rural areas. This difference was also
established to have transpired in Malaysia and other Southeast-Asian countries like
Vietnam, Thailand, and Indonesia (Shoraku, 2009; Isa, Mydin, & Abdullah, 2020). The
finding presented that equality in accessing education, especially the availability and
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entry to facilities, impacted teachers' autonomy. Although the level of autonomy is at a
moderate level, a similar study showed that the autonomy level of independent schools in
the UK was significantly higher than the cluster schools in Malaysia (Mansor & Suliman,
2018; Isa, Mydin, & Abdullah, 2020). There are limited numbers of studies concerning
PTA autonomy or decision-making in schools under SBM in Malaysia.
In addition, according to the study of Bihasa Armando (2019), school heads are
expected to manage the operation of the schools. They manage all the school’s resources,
such as students, teachers, stakeholders, and, more importantly, the fiscal resources to
fund their programs, projects, and activities. In managing effectively and efficiently the
schools, the school heads are granted fiscal autonomy and empowered to decide the best
for them.
According to Lunenburge (2010), as cited by Bihasa (2019), the task of School
Heads function varies by location and size, and they are primarily responsible for
administering all aspects of school’s operations. The School Heads may be examined and
evaluated based on leadership functions, administrative roles, management skills, tasks
dimensions, human resource activities, and behavioral profiles of effective versus
successful administrators.
The DepEd EDPPITAF (2012) enumerates seven school leadership domains:
school leadership, Instructional Leadership, creating a Student-Centered Learning
Climate, Human Resource Management and Professional Development, Parent
Involvement, and Community involvement, school Management, and Daily Operations
and Personnel and Professional Attributes and Interpersonal Effectiveness. In addition,

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Walacefoundation.org enumerates the five key responsibilities of School principals:
shaping the vision of academic success for all students; creating a climate hospitable to
education; cultivating leaderships in others; managing people; data and process and
improving school leadership.
Challenges Facing the Operation of School-Based Management Committee
According to the study of (Ayeni1 & Ibukun, 2013), Many of the SBMC staff
have little expertise and information about school budget allocation, physical plant,
personnel policy concerns, conflict resolutions, and other legal matters wherein they are
expected to give professional and technical contributions in making decisions and
evaluating performance for maintainable improvement in the school educational system.
These noticeable gaps in the administrative capacity of SBMC are major challenges to
school effectiveness. An example of encumbrance to school administration brought by
limited knowledge and insufficient experience of SBMC members is the lobbying of
school policy issues like the selection of textbooks and disciplinary issues
Two crucial issues were identified from previous studies regarding SBM
implementation in Malaysia, namely, the role of a school leader and teacher competency.
It is an important function of a school leader, principal, headmaster to guarantee that
educational policies are imposed accordingly. Moreover, the important element in SBM
practice is leadership capability and quality among the principal and headmaster
(Caldwell, 2005; Harris & Lambert, 2003; World Bank, 2013). Hussein, in 2014 has
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emphasized the several aspects in terms of leadership that are best utilized in
accomplishing the autonomous role given, like the ability of principal or headmaster to
handle concerns about educational development and issues on transformation in the local
context. The main concern in managing school utilization is the leadership and capability
of the school principal. Subpar leadership skills would result in low-quality school
achievement. The principals must be eager to carry huge responsibility to manage the
school based on the SBM system because not everyone is willing to take on the massive
task.
The more efficient the school principal is in playing their part, the more efficient
the implementation of the school vision and mission, which point to greater effectiveness
of human resources management (Shoma et al., 2015). Mansor and Suliman (2018) have
both stressed the competency of a principal or headmaster as one element that can impact
the efficacy of the cluster school. Ali et al. (2019) have proposed that school authorities,
mainly the principals or headmasters, must discover and learn various activities to
improve their leadership capabilities and autonomy relevant to the management system
and educational goals of the 21st century.
They are based on the study of Bakwai, B. & Yusuf, A. (2016) (School-Based
Management committee in primary schools tends to promise a brighter future for
Universal Basic Education in Zamfara state. Although the infrastructure in Zamfara state
primary school was grossly inadequate, the strategies used by the SBMCs were
ineffective in developing the needed infrastructure. It is very clear that the need to
improve these strategies to ensure a high level of development in primary school

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infrastructure. Low returns should continue to be expected as long as SBMC strategies
are not taken seriously.
Moreover, the study of Bambang Sumintono, Nora Mislan, and Hamdan Said
(2012) studied the perspective and practices regarding school committee in the SBM
policy implementation as acknowledged by school stakeholders about putting authority to
school level in terms of the concept of decentralization, the evaluation of the policy
conveys that its content construction has some limitation of empowering the school. On
the contrary, creating a school-based committee can be interpreted as making another
organization based on a bureaucratic angle that serves as a mark of change. However, it is
established that the power of the school principals is salient. This is seen as the principal
building the school committee. It is also shown that the principal has a big influence on
the type of SBM policy implementation the school is utilizing. It is noteworthy to know
that the members of the SBM and school staff mostly adhere to the situation, especially
with the committee task about financial matters of the school.
Justification of the Study
The present study has a similarity with the reviewed literature and studies.
However, it is distinct and different. The distinction lies in the fact that the subjects of the
study are the teachers and school heads of public secondary schools in the district of
Dinalungan and Casiguran, Filipino teachers and school heads who may have different
cultural, environmental, and educational orientations compared to the other respondents
of the cited studies.

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The importance of proper implementations of school-based management will lead
to the outstanding performance of the school. The researcher consistently gives it
attention because it is regarded as the main subject, which is significant for the nation's
improvement. However, the decline in the quality of the school-based management
implementation of public secondary schools is very alarming.
This study differs from other studies and the literature reviewed. Studies and
literature cited and showed several factors that affect the implementation of school-based
management. This present study will try to determine the effects of four I’s of
transformational leadership on school-based management, with teachers and school head
respondents coming from public secondary schools in the district of Dinalungan and
Casiguran.
The present study analyzes the level of school heads four I’s of transformational
leadership (individual consideration, intellectual stimulation, inspirational motivation,
idealized influence), school level of implementation of school-based management
( leadership and governance, curriculum and instruction, accountability and continuous
improvement, management resources) are the factors of the school performance which
may fill and established the gap on the previous studies where these components are not
yet analyzed connectedly. This study may contribute to answering this question.
There are no such studies conducted during the school year 2021-2022 with the
respondents above and school; hence, no duplication will be done.
Theoretical Framework
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This study is based on transformational leadership theory, conceptualized by
James MacGregor Burns in 1978 and extended by (Bass & Riggio, 2006). Burns firmly
believes that transformational leaders can extend their leadership capabilities through
motivating and inspiring their followers to achieve outcomes (Bass & amp; Riggio,
2006). Avolio and Yammarino (2002) stressed that this kind of leadership is
crucial/important regardless of the sector and context it is practiced. Moreover, Bass
(1999) expanded the transformational leadership theory and named four dimensions. The
four dimensions include idealized influence, inspirational motivation, intellectual
stimulation, and individualized consideration.
Bass and Riggio (2006) explained that idealized influence, which was the first
dimension in transformational leadership, is a kind of leadership where the leader is a
risk-taker. In this type of leadership, the leaders show a high standard of moral etiquette
and act as a role models for his or her employees to follow. Apparently, the leaders are
apprehended and respected based on aspects that affect each other, their behavior, and
their attributes. On the other hand, the second dimension is inspirational motivation
adhere the leader is enthusiastic and optimistic. He or she motivates his or her followers
by giving them a challenge. While the third dimension is intellectual stimulation, the
leaders can inspire subordinates to become innovative and creative in solving and finding
solutions in any problems they may encounter. Furthermore, individual consideration is
the fourth dimension, the leader in this dimension is being a coach and mentor in every
need of his or her followers. The listener is the characteristic of a leader to deal with all
the followers' needs (Bass & Riggio, 2006).

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According to Rose, Gloria, Nwachuku (2015), in transformational leadership, the
principals should build a school culture in their role as a leader. Culture is known as an
effective way to modify the behavior of the members by building a value-leaders
environment instead of rules. Principals with transformational can enhance the
performance of all staff to their fullest potential because they have internal values, so
then, they can easily motivate all staff to act to support a greater good rather their own
self-interests through understanding the culture. It can be drawn that transformational
leadership is people-oriented rather than task-oriented. School-based management
requires principals to focus their attention as facilitators of change who encourage all
staff to make changes in the school. Transformational leadership has this focus because
SBM incorporates the empowerment of teachers and other stakeholders in the process.
Under the SBM system, transformational leadership has fundamental roles;
a. Facilitator of change (intellectual stimulation): in dealing with the school issues
and concerns, as a leader, through stimulation to all subordinates to become innovative
and creative individuals and have the ability to change the beliefs and values. They are
encouraged to think outside the box and use unique ways to solve a problem that they
face. It is in line with the concept in SBM about delegation of power. All teachers and
community members are given a spreading workload on operations, assessments,
curriculum, etc., for the implementation of SBM. The principals empower them and
provide tangible (money, equipment, professional development, and materials) and
intangible (time and opportunities) resources.

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b. Motivator (inspirational motivation): Leaders/principals communicate high
expectations to all staff by inspiring through motivation, so they are committed to school
vision and interested in the school-wide activity. Principals carry new ideas and research
into the school to improve teaching and learning. It is parallel with the context of
motivational devices in the SBM system. Maintaining motivation among the teachers and
parents is important in SBM, so then, the role of principals is to build intrinsic motivation
to maximize teachers and community capabilities in achieving school objectives.
c. Coach (individualized consideration): In the SBM system, principals act as
coaches and advisors while trying to help all staff members to solve the shared problems.
Transformational school leaders assist group discussion of alternative solutions and avoid
conflict among school members. As transformational leaders, principals should become
good listeners in which they listen carefully to the individual needs of subordinates and
community members. For some people, principals perhaps give strong affiliation, but for
others, they could give specific directives with a high degree of structure.
d. Visionary Leadership (idealized influence): According to the concept of SBM,
schools are independent to set their own mission, goals, policies, strategic plans, and
evaluation strategies. Being a leader or school head, in terms of educational reform, they
foresee the need to change the education system. They are not the one to create the vision
but instead acquiring one’s opinion, suggestions and recommendations coming from the
members, stakeholders and other connected to institution will be acknowledged. As
visionary leaders, they should engage teachers and community members to develop the
school's mission and goals through meetings that help them work together, develop, and
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accept the consensus. Principals who support a climate of collaboration and collegial
work will become enablers for getting solutions rather than providing a highly
competitive workplace, which triggers everybody to become a winner because each of
them keeps staying with his/her idea. Principals with visionary leadership will prioritize
collaboration to get school achievements.
Conceptual Framework
In this study, transformational leadership theory comprises the Four I’s of
transformational leadership, effect on school-based management implementation, and its
influence on the school performance on school-based management.
Since the four I’s of transformational leadership impact school-based
management, influence the school’s performance on school-based management.
Intellectual stimulation is similar to the concept in SBM about delegation of power. In
implementing the SBM system, all teachers and community members are given a
spreading workload on operations, assessments, curriculum, etc. Inspirational motivation
is in agreement with the concept of motivational devices in the SBM system. Maintaining
motivation among teachers and parents is important in SBM, so then, the role of
principals is to build intrinsic motivation to maximize teachers and community
capabilities in achieving school goals. Individualized consideration in the SBM system,
principals act as coaches and advisors while trying to help all staff members to solve the
shared problems. Transformational school leaders assist group discussion of alternative
solutions and avoid conflict among school members. As transformational leaders,
principals should become good listeners in which they listen carefully to the individual
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needs of subordinates and community members. For some people, principals perhaps
give strong affiliation, but for others, they could give specific directives with a high
degree of structure and Ideal influence to the concept of SBM; schools are independent to
set their own mission, goals, policies, strategic plans, and evaluation strategies. Education
reform should know how the school heads when it will be changed. They were not also
the ones to create the vision. Instead, it will be a collaborative decision among the
members, stakeholders, and others. As visionary leaders, they should engage teachers and
community members in developing the school's mission and goals through meetings that
help them work together, develop and accept the consensus. Principals who support a
climate of collaboration and collegial work will become enablers for getting solutions
rather than providing a highly competitive workplace, which triggers everybody to
become a winner because each of them keeps staying with his/her idea. Principals with
visionary leadership will prioritize collaboration to get school achievements.
I am utilizing this framework and the above discussion, the relationship between
the profile of the teacher and school head - respondents and their assessment of the 4I’s
of transformational leadership style, school level of implementation on school-based
management, and school level of performance in SBM.
The research paradigm displays the interrelationship of respondent’s profile teacher-
respondents, and their assessment of their school heads 4I’s of transformational
leadership style, the profile of school head respondents and their assessment in their 4I’s
management, and school level of performance in SBM. Furthermore, the researcher

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believes that respondents’ assessment of school heads’ 4 I’s of transformational
leadership was also related to the level of implementation on school-based management
and school level of performance on SBM. Finally, the respondents’ four I’s assessment of
the school head influences school-based management implementation.
Independent Variables Dependent Variables

Socio-Demographic
Characteristics
 Level of school base
management practice in
1.1 age;
terms of;
1.2 civil status;
1. Leaderships and
1.3 sex; and Governance;
1.4 educational 2. Curriculum and
background Instructions;
1.5 highest educational 3. Accountability and
attainment Continuous
1.6 years in service Improvement; and
4. Management
Resources
 School Level of
performance on SBM
1. Developing
4 I’s of Transformational 2. Maturing
Leadership 3. advanced
1.1 individual
consideration
1.2 Intellectual
stimulation
Expected
1.3 Inspirational Output
motivation
1.4 Idealized influence Proposed Program
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Figure 1. The Paradigm of the Study
Statement of the Problem
This study will determine the effects of the Four I’s of Transformational Leadership
of School heads in implementing school-based management in Dinalungan and Casiguran
District in the Division of Aurora.
Specifically, the study will attempt to find answers to the following questions:
1. How may the profile of the respondents be described in terms of:
1.1 age;
1.2 civil status;
1.3 sex;
1.4 educational background;
1.5 highest educational attainment; and
1.6 years in service?
2. How may the school heads and teacher respondents assess the Four I’s of
transformational leadership terms of:
2.1 Individual consideration;
2.2 Intellectual stimulation;

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2.3 Inspirational motivation and
2.4 Idealized influence?
3. How may the teachers and the school heads describe the school level of
implementation on school-based management practice in terms of:
3.1. Leadership and Administration;
3.2. Curriculum and Instruction;
3.3. Management of Resources; and
3.4. Accountability and Continuous Improvement?
4. How may the teacher and the school head respondents have described the school
level performance on School-Based Management in terms of;
4.1 developing;
4.2. maturing; and
4.3 advanced?
5. Is there a significant relationship between the profile of the respondents to their:
5.1 assessment of their school heads 4I’s of transformational leadership style;
5.2 school level implementation of school-based management practice; and
5.3 school level of performance on SBM?
6. Is there a significant relationship between the teachers and school heads assessment in
terms of:
6.1 4I’s transformational leadership style;
6.2 school level implementation of school-based management practice; and

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6.3 school level of performance on SBM?
7. Based on the results of the study, what program may be proposed?
Research Hypotheses
HO1: There is no significant relationship between the profile of the respondents to their
assessment of the 4I’s of transformational leadership style; school level implementation
of school-based management practice; and school level of performance on SBM.
HO2: There is no significant relationship between the teachers' and school heads'
assessment on the Four I’s of transformational leadership of the school heads, the level of
implementation of schools on school-based management practice, and school level of
performance on SBM.
Definition of Keywords
To facilitate the readers' understanding of the contents of this study, the researcher
included the operational and conceptual definition of the following terms:
Advanced (Level 3). It refers to ensuring intended outputs/outcomes and meeting all
system standards fully integrated into the local community and self-renewing and self-
sustaining.
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Developing ( Level 1). It refers to developing structures and mechanisms with acceptable
level and extent of community participation and impact on the learning outcomes.
Idealized Influence. It is defined as having transformational leaders who behave in ways
that result in their being role models for their followers.
Individual Consideration. It is the extent to which a leader pays to the requirements of
each follower, acts as a mentor or coach for the follower, and listens to the follower's
problems.
Inspirational Motivation. It refers to the leader's ability to inspire confidence,
motivation, and a sense of purpose in his followers. Another important behavior of
the leader includes his unwavering optimism, zeal, and ability to see the bright side of
things.
Intellectual stimulation. It is defined as having a leader who encourages innovation and
creativity and critical thinking, and problem-solving.
Maturing (Level 2). It introduces and sustains a continuous improvement process that
integrates wider community participation and significantly improves performance and
learning outcomes.
School Based-Management. Caldwell (2004) defined SBM in a public education system
as “the systematic and consistent decentralization to the school level of authority and
responsibility to make decisions on significant matters related to school operations within
a centrally determined framework of goals and policies, curriculum, standards, and
accountabilities.”
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Transformational Leadership. It is a leadership style in which leaders encourage,
inspire, and motivate employees to innovate and create change that will help grow and
shape the company's future success.
Significance of the Study
This study may provide needed information to the secondary school, students,
teachers, school heads, the Department of education, and future researchers regarding the
problems in the implementation of school-based management. The results of the study
will benefit the following:
Secondary schools. This study will help the secondary schools assist school heads and
teachers in improving the implementation of school-based management for the school's
performance.
Students. This study directly benefits the students in the sense that almost all of the
school’s resources utilized by the school heads and stakeholders are used primarily to
improve students’ academic performance.
Teachers. This study's findings will help teachers have a deep understanding of being
motivated and committed in the school programs and projects. Moreover, this may
provide full support from the school head for the necessary programs that provide quality
instruction for high academic achievement among their learners.
School heads. The outcome of this study will serve as a reminder of the value of the four
I’s of transformational leadership will greatly help motivate and influence teachers that
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will utilize in the implementation of School-Based Management. In the same case, this
will help the school heads to carry out effectively the good practices in implementing the
School-Based Management Program.
Department of Education (DepEd). This could guide the department to promote similar
or related programs in decentralizing governance in education. Thus, they will be able to
evaluate further how to implement properly School-Based Management.
Future researchers. The knowledge and insights gained from this research may guide
other researchers in designing conceptual frameworks and encourage them to start new
studies or action research based on the result. Also, it will be helpful to other related
scientific studies.
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Chapter 2. METHODOLOGY
This chapter presents the methodology used in the study, sampling technique, data
gathering procedure, instruments used, and statistical treatment of data.
Research Design
The researcher will use a descriptive-correlational research design in this study. A
descriptive research project aims to provide a snapshot of the existing situation. It is used
to "describe" a situation, subject, activity, and answer who, what, when, where, and how
questions about a specific study issue or problem. Descriptive research is typically
referred to as research that seeks to determine "what is." It aims to collect measurable
data that may be utilized to assess a target group or a specific topic scientifically. Without
affecting or changing the variables, description research is performed to observe and
describe a research issue or topic.
Descriptives such as frequency, weighted mean, and percentages were used to
present the respondents' profile, including age, civil status, sex, educational background,
highest educational attainment, and years in service. This is also explained the
relationship of the profile of the respondents, teachers’ assessment of four I’s of
transformational leadership of their school head, school head assessment of their four I’s

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management, and school’s level of performance on school-based management.
Specifically, it is a survey type. It is the most appropriate type of research in this study
since an assessment survey is needed. The descriptive–correlation method of studies is
best suited. As mentioned, the data were generated using a researcher-made and adapted
questionnaire.
Research Locale
The study will be conducted at secondary schools in the District of Dinalungan
and Casiguran Aurora. Mariano D. Marquez Memorial National High School and Juan
C. Angara Memorial High School in Dinalungan District. At the same time, Casiguran
National High School, Lual National High School, Dibacong National High School, and
Tinib-Calacuasan Integrated school were the secondary schools in Casiguran District.
The researcher will select the research site because he is teaching at one of the said
schools and has observed and experienced that four I’s of transformational leadership
impact the implementation of School-Based Management. The researcher, together with
his colleagues who have been assigned as the coordinators and teachers who are the
implementer of the projects and plan of SBM, wanted to gather relevant information to
make possible solutions and proposed programs in alleviating the poor performance in
implementing school-based management. The researcher also considered accessibility.
Sampling Procedure
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This study used the multi-staged sampling technique. First, the researcher
identified the public secondary schools in the district of Dinalungan and Casiguran,
Aurora. Second, after identifying public secondary schools, the researcher determined the
respondents who currently have permanent position status. With the mentioned
procedures, the researcher identified the teachers and school head in Mariano D. Marquez
Memorial National High School, Juan C. Angara Memorial High School, Casiguran
National High School, Lual National High School, Dibacong National High School, and
Tinib-Calacuasan Integrated school who are holding the position as a permanent teacher
and school head in the present year met the given conditions.
For the teacher respondents, stratified sampling will be used. Hence, 50% or 102
teachers out of 204 while purposive sampling will be used for the school head
respondents. Hence, 100% or 11 school heads will be the respondents of this study during
the academic year 2021-2022 at Dinalungan and Casiguran District. This sampling
procedure will be used because of the pandemic, and the Alternative Work Arrangement
(AWA) of the Department of Education is to be considered. They will be chosen as the
respondents of this study because the researcher believes that the chosen respondents will
provide the data needed in the study. In this study, the teachers and school head
respondents' capability and knowledge will help the researcher determine the Four I’s of
transformational leadership of school head and school level of implementation on school-
based management practice and the school level performance on School-Based
Management. Moreover, the selected schools are based on the premise that these schools
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have maintained sets of school-based management practices and can be easily reached by
the researcher.
The table below is the distribution of the sample size of respondents in every
school.
Table 1
Distribution of Respondents
School
School No. of Teachers’ No. of
Heads’
Teachers
Sample School Sample
per
size Head size
school
Mariano D.
Marquez 23 12 1 1
Memorial NHS
JCAMHS 43 21 3 3
Dibacong NHS 23 12 1 1
Casiguran NHS 50 25 3 3
Lual National
45 22 2 2
High School
Tinib-
Calangcuasan 20 10 1 1
IS
Total 204 102 11 11
Scope and Delimitation
This survey will be conducted at all public secondary schools in Dinalungan and
Casiguran district, consisting of six schools from 2021-2022, with teacher-respondents of
one hundred two (102) total num and school head respondents of eleven (11) total
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enumeration. This study will describe the four I’s of Transformational Leadership style
among School heads and their effects on school-based management.
To have a deeper understanding, the socio-demographic profile of the respondents
will be described to determine the Four I’s of Transformational Leadership style of
School Heads and the level of SBM implementation. The study results will be used as a
basis for a proposed program for the development of the implementation of SBM.
Research Instrument
This study will use a questionnaire checklist as the main research instrument in
gathering the data with four parts. Part I is the demographic profile of the respondents.
Part II is the level of transformational leadership questionnaire, and the researcher will
use the validated questionnaire of Aniko A. Mabolo, which she used on her research
conducted last April 2021. Permission to use part of her questionnaire will be sought. Part
III and part IV are the school level of performance on school-based management and
level questionnaires adapted from the Regional Memorandum Number 133, s. 2021-
Implementation guidelines on the Validation Processes of School-Based Management
(SBM) Level of practice per DepEd Order No. 83, s. 2012.
The researcher will use statistical tools to classify, tabulate, and analyze data with the
study's objective for problem 1, which includes the demographic profile of the
respondents. Frequency Distribution was utilized to test the data. It is a systematic way to
list a series of observations of variables. Also, the percentage will be applied to give more
meaning to the data. For problems 2,3, and 4, which include the 4 I’s of Transformational
Leadership, the level of implementation of schools on school-based management

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practice, and level of school performance in SBM, frequency count, weighted mean, and
ranking were applied.
Meanwhile, the scale below will be used to interpret the data gathered.
The Four I’s of Transformational Leadership
Weigh Range Verbal Meaning

t Description
4 3.25 Agree Respondents display 76-99% of
to agree
4.00
3 2.5 to Moderately Respondents display 50-75% of
3.24 Agree agree
2 1.75 Slightly Respondents display 26-49% of
to Agree agree
2.49
1 1.00 Disagree Respondents display 0-25% of
to agree
1.74
Level of implementation on school-based management practice
Weigh Rang Verbal Meaning

t e Description
4 3.25 Implemented Respondents display 76-99%of
to implemented
4.00
3 2.5 to Partially Respondents display 50-75%of
3.24 implemented implemented
2 1.75 Slightly Respondents display 26-49%of
to implemented implemented
2.49
1 1.00 Not Respondents display 0-25% of
to implemented implemented
1.74
School Level of Performance on school-based management practice

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Weigh Range Verbal Description
3 2.5 – 3 Advanced
2 1.5 – 2.49 Maturing
1 0.5 – 1.49 Developing
Data Gathering Procedures
For the gathering data of this study, After the approval of the panel and adviser,
Permission from the higher authorities, which include the Division Superintendent,
District supervisors, Dean of the Graduate school, will be requested for the administration
of the instruments to the teacher and school head respondents from different schools in
Dinalungan and Casiguran District. Due to the existing circumstances in the area, the
researcher will be sending letters to the respective supervisors of the districts mentioned
above via Facebook Messenger or email. The link to the Google Forms questionnaire
will be created after the approval. Finally, collation and tabulation of data will be made.
The researcher will collate, tally and tabulate all the information acquired from the
respondents utilizing a four-point Likert scale, analyze and interpret the statistical results
with the help of a statistician.
Data Analysis
The frequency count and percentage will be used to determine the profile of the
participants. The frequency count and weighted mean will be used to assess four I’s
transformational leadership style and the level of implementation of schools in school-

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based management practice. In the level of performance of the school in SBM, weighted
mean and ranking will be used. For the relationship between the profile of the teacher-
respondents and their assessment of their school heads’ 4I’s of transformational
leadership style, the relationship between the profile of the teacher-respondents school-
level implementation of school-based management practice and the relationship between
the profile of the teacher-respondents and the school level of performance in SBM,
Pearson product Moment correlation will be used. Pearson product Moment correlation
will also use to identify the relationship between the 4I’s of transformational leadership
of school heads and the level of implementation of schools on school-based management
practice. Pearson product Moment correlation will be used for the relationships between
the school level performance in SBM and teachers’ assess the Four I’s of
transformational leadership of their school heads. The findings of the study served as a
basis for the proposed program for the implementation of SBM.

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1

WESLEYAN UNIVERSITY – PHILIPPINES

The four I's of transformational leadership relate first to idealized influence,

appreciated, and commended. Second, individual consideration emphasizes individual

accomplishments, advancement, support, and follower development. They are also

formulating and well-spoken an imperative vision for a generation. Finally, as a leader,

intellectual stimulation can influence the subordinates on how to think critically,

WESLEYAN UNIVERSITY – PHILIPPINES

(Naima Andleeb 2019).

In addition, four components of transformational leadership are related to

implementing school-based management at the school level, and intellectual stimulation

focuses on the dimension of school-based management on the empowerment of authority.

Inspirational motivation focus on the motivational concept of school-based management.

It is important to keep teachers and parents motivated in school management. In an

individualized approach in the school-based management system, principals act as

members and idealized influences. According to the school-based management concept,

In addition, according to the Division of Aurora's validation team of the

implementation of school-based management in the S.Y. 2020-2021, Dinalungan district,

WESLEYAN UNIVERSITY – PHILIPPINES

choosing the appropriate leadership style.

concern related to similar DepEd initiatives aimed at continual improvement in

education. During school-based management implementation, school heads have a big

role in properly implementing the programs in school-based management. The school

WESLEYAN UNIVERSITY – PHILIPPINES

school head have a factor in achieving a high-quality education (Aba-a, 2010).

Therefore, the researcher wishes to collect relevant information on

transformational leadership and the implementation of school-based management for

to mitigate the 'improvement of the implementation of management in school-based

dedication among all members of the school population.

transformational leadership on school-based management published and unpublished,

leadership and its effects on the implementation of school-based management.

transformational leadership in the implementation of school-based management. This

transformational leadership, school-based management, dimension of the school-based

management, the roles of transformational leadership of the school principal in the

implementation of school-based management, the role of the school principal in the

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school-based management committee. These give support for a better understanding of

the present study.

Profile of the respondents

the years of their long government or non-government service (Montero 2012).

An older education teacher focuses on student learning and performance, including

interpersonal competencies, they have difficulty communicating in handling issues

identity (Åkerblom, 2011).

WESLEYAN UNIVERSITY – PHILIPPINES

why younger administrators are encouraged.

According to (Mahnaz et al., 2013), civil or marital status affects an employee as

WESLEYAN UNIVERSITY – PHILIPPINES

teachers ( Quezon, 2016).

negative influence on one’s performance. If the widowed administrator is penniless, it

significantly related to teacher’s job performance and professional and individual

WESLEYAN UNIVERSITY – PHILIPPINES

was found to score higher than mail (Sabado 2014).

satisfactorily; in organizing, female administrators performed their organizing skills

outstandingly while male administrators performed such skills very satisfactorily; in

terms of staffing, management of female were outstanding while management of male

satisfactory (Sabado 2014).

Skakon and Kristensen, 2011).

clear to teachers. They facilitated the collaborative development of a school-wide vision

WESLEYAN UNIVERSITY – PHILIPPINES

significant relationship with teachers as they found in eighteen university teachers,

elementary and high school levels (BLS, 2013).

In terms of educational background, according to Karataş and Güleş (2011),

organization, and emotional factors are effective than others.

Sabado, Norberta Pahamutang (2014) claimed that quantitative analyses indicate