School Heads' Transformational Leadership and Innovation Culture in Public Junior High Schools in the Division of Silang, Cavite: Basis for a Localized Progress Drive Program

Abstract

Educational leadership plays a vital role in fostering innovation and improving organizational effectiveness within schools. This study examined the relationship between school heads' transformational leadership and innovation culture in selected public junior high schools in the Division of Silang, Cavite. Specifically, it assessed transformational leadership in terms of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, and innovation culture in terms of strategic initiatives, support and resources, creative behavior, and leadership culture. The study employed a quantitative descriptive-correlational research design involving 305 respondents, consisting of principals, department heads, teachers, and non-teaching personnel selected through purposive and simple random sampling techniques. A researcher-developed questionnaire, validated by experts and subjected to reliability testing, served as the primary data collection instrument. Descriptive and inferential statistics, including weighted mean, Analysis of Variance (ANOVA), and Pearson Product-Moment Correlation, were utilized for data analysis. Findings revealed that school heads demonstrated highly evident transformational leadership practices, while innovation culture was likewise assessed as highly evident across the participating schools. No significant differences were observed among the respondents' assessments of transformational leadership, whereas a significant positive relationship existed between transformational leadership and innovation culture. The study further identified organizational challenges that influence the implementation of innovative practices. Based on these findings, a Localized PROGRESS Drive Program was developed to strengthen transformational leadership competencies and sustain an innovation-oriented school culture. The proposed intervention was evaluated by the respondents and found to be highly acceptable for implementation.