Leadership in educational institution is essential for achieving high performance of teachers. There is hesitation about whether school administrators have the requisite management abilities, style of leadership, and techniques to ensure that schools operate efficiently. Teaching and development in transformational leadership style, which studies have evaluated shown to increase performance within organizations and institutional settings, may offer advantage to educational leaders. This research study aimed to provide school leader on the information related to transformational leadership to create an action plan in relation to teacher work motivation. An effective involvement and development strategy can be a contributing factor for the educational institutions to meet its common objective and improve its overall performance. The researcher conducted a survey questionnaire. Quantitative and descriptive method of research were utilized. The participants were teachers from Early Childhood Education to College Level from different renowned private educational institutions in Metro Manila via random sampling. A total of 134 teachers (35 male and 99 female) participated in the study. The results revealed that majority of the respondents were less than 30 years old, mostly female, single, bachelor degree holders, 64 of them are teaching in the Secondary level, and 37% of them have been in their institution for 5 to 10 years. The respondents mostly evaluated frequently on the dimensions of transformational leadership. Majority of the respondents in the educational institutions were Females which are composed of 73.9% of the population that shows a significant difference in transformational leadership and teacher work motivation in terms of sex. There is a significant difference between the dimensions of transformational leadership in terms of age. There is a significant difference between the dimensions of Idealized Influenced Attributes and Individualized Consideration in terms of Educational Attainment. There is a significant difference between the dimension of inspirational motivation in terms of level taught. There is a significant difference between the dimensions of intrinsic motivation and identified regulation in terms of civil status and age. There is no significant difference between transformational leadership in terms of civil status, subjects taught and length of service. The dimensions of transformational leadership show a significant relationship with motivation at work in terms of intrinsic motivation, identified regulation, introjected regulation and external regulation. The institutional management may organize teachers? development training workshops or programs to further improve the relationship between transformational leadership and teacher work motivation and to promote effectiveness and efficiency among the members.

leadership

Transformational