Level and Influence of Transformational Leadership on the Job Satisfaction of Public Elementary School Teachers in Mallig, Isabela

Abstract

This study investigated the influence of school heads’ transformational leadership on the job satisfaction of public elementary school teachers in Mallig, Isabela. Guided by Bass’s Transformational Leadership Theory and Herzberg’s Two-Factor Theory, the study determined the levels of transformational leadership and job satisfaction, as well as the relationship between them. A descriptive quantitative research design was employed, involving 106 teacher-respondents from sixteen public elementary schools. Data were collected using validated survey instruments and analyzed through descriptive and inferential statistics. Results revealed high levels of transformational leadership and high job satisfaction among teachers across all dimensions. Findings further showed a significant positive relationship between transformational leadership and teacher job satisfaction, indicating that supportive, visionary, and empowering leadership behaviors contribute to increased teacher morale and fulfillment. The study concludes that transformational leadership is a critical determinant of teacher satisfaction in rural school settings and recommends strengthening leadership development programs that promote motivation, professional growth, and collaborative school culture.