TRANSFORMATIONAL LEADERSHIP AND ITS INFLUENCE ON TEACHER MORALE AND RETENTION IN PUBLIC SECONDARY SCHOOLS

Abstract

This study examined the transformational leadership practices of school heads and their influence on teacher morale and retention in selected public secondary schools in the Northern Districts of the Schools Division of Eastern Samar during the School Year 2025–2026. Specifically, it determined the level of transformational leadership practiced by school heads in terms of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, as well as the levels of teacher morale and retention in terms of job satisfaction, motivation, professional commitment, intention to stay, and organizational commitment. The study also sought to establish whether a significant relationship exists between transformational leadership and teacher morale and retention. A descriptive-correlational research design was employed. The respondents consisted of 203 permanent public secondary school teachers selected through proportional stratified random sampling from six schools. Data were gathered using researcher-made questionnaires validated by experts and tested for reliability using Cronbach’s alpha. Descriptive statistics such as mean and standard deviation were used to analyze the levels of the variables, while the Pearson Product-Moment Correlation Coefficient was utilized to determine the relationship between transformational leadership and teacher morale and retention. Findings revealed that school heads often practiced transformational leadership across all four dimensions. Teachers demonstrated high levels of morale and retention, particularly in terms of job satisfaction, professional commitment, and intention to stay. Correlation analysis indicated a significant positive relationship between transformational leadership practices and teacher morale and retention. The study concludes that transformational leadership plays a vital role in enhancing teacher morale and strengthening retention in public secondary schools.