This study aimed to determine the Teachers Transformational Leadership and Conflict Resolution of Learners Success. Specifically, it sought to described the level of teacher proficient transformational leadership, proficient teachers conflict resolution, the learners success, the significant relationship between proficient teachers transformational leadership and the significant relationship between teachers conflict resolution and learners success.  To obtain a significant result, descriptive survey method was utilized where the major objective was to identify the relationship between proficient teachers transformational leadership and conflict resolution to student success. The researcher used random sampling. Using this strategy, every person in the population had an equal probability of being chosen. The study used descriptive correlation design. The focus of the study was 164 teachers from public schools of Cluster 4 in Division of Calamba City, Calamba, Laguna. The questionnaire used was adopted and modified. The research instrument of the study consisted of three parts intended for proficient teachers. First part of the questionnaire was intended to assess the proficient transformational leadership of teachers, second part is to assess the conflict resolution style of the teachers and third part was to assess relationship between teachers transformational leadership and conflict resolution style to learners success.                 It was found out that the transformational leadership of the teachers was very high. Also, the teachers conflict resolution was very high. In addition, the learners success was very high. Furthermore, a significant relationship was found between teachers proficient transformational leadership and learner success. Lastly, a significant relationship was found out between teachers conflict resolution and learners success.    Based on the findings, the following conclusions were drawn that the transformational leadership and the learners success presents that there is no significant relationship between transformational leadership and learners success. One can infer that the level of significance, the null hypothesis there is significant between the transformational leadership and the learners success was rejected. In addition, the conflict resolution was observed to have a relationship to the learners success. The value obtained from the tests with extremely weak relationship. One can conclude that the level of significance, the null hypothesis states that there was no significant relationship between the conflict resolution and the learner success was accepted. It is concluded that the transformational leadership was observed to have a significant relationship to the learners success and conflict resolution was observe to have a relationship to the learners success.       Among the recommendations were that the school head may intensify professional development activities, particularly the LAC session, Focus Group Discussions, and In-Service Training. Teachers may continue to use different transformational leadership style in resolving conflicts between pupils and teachers. Lastly, the results of this study may be used by teacher researchers to direct future investigations, to improve teacher welfare in educational institutions and to produce more reliable results for follow-up studies.

Teachers’ Transformational Leadership;

Conflict Resolution

Learners Success