Transformational Leadership, Collaborative School Culture, and Organizational Performance in Public Elementary Schools, Division of Manila: Basis for a Proposed Localized Continuous Development Initiative
DOI:
https://doi.org/10.5281/zenodo.22804304Keywords:
transformational leadership, collaborative school culture, organizational performance, public elementary schools, continuous professional developmentAbstract
This study examined transformational leadership, collaborative school culture, and organizational performance in public elementary schools in District III, Division of Manila, as a basis for a proposed Localized Continuous Development Initiative. A descriptive research design was employed involving 289 respondents comprising six supervisors, 10 school heads, and 273 teachers. Supervisors and school heads were selected purposively, while teachers were selected through simple random sampling. Data were collected using an expert-validated, pilot-tested researcher-developed questionnaire and documentary analysis of Office Performance Commitment Review Form ratings for school years 2023–2024 and 2024–2025. Analyses included descriptive statistics, comparisons of group assessments, and correlation analysis. Transformational leadership and collaborative school culture were rated highly evident, with grand means of 4.73 and 4.69, respectively. Organizational performance was very satisfactory, with an overall rating of 4.41. Significant differences among respondent groups emerged in individualized consideration, decision-making participation, vision-driven leadership, change management, and most collaborative school culture dimensions. Transformational leadership indicators demonstrated significant positive relationships with organizational performance (r = .61), as did collaborative school culture indicators (r = .51–.61). Leadership- and collaboration-related problems were rated least encountered, with composite weighted means of 2.37 and 2.39, respectively. The proposed initiative received a highly acceptable rating of 4.45. Findings support strengthening inclusive leadership, shared decision-making, and sustained professional collaboration while addressing differences in stakeholder experiences. These results informed a localized initiative intended to sustain leadership effectiveness, collaborative school culture, and organizational improvement.
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