Exploring Transformational Leadership Practices among School Leaders in Korean Schools

Abstract

This study explored transformational leadership practices among school leaders in Korean Schools specifically in Baguio City, Philippines. Utilizing a combined-method approach, the respondent pool consisted of 20 school heads and 108 teachers from three Korean schools in Baguio City and La Trinidad, carefully selected through purposive sampling. The data collection process encompassed dual sets of questionnaires and interviews tailored for both school heads and teachers. The gathered data was processed using frequency counts and percentages, weighted mean, F-test, and Pearson correlation which formed the basis for the discussion and interpretation of data in the results and discussion section of the paper. Findings revealed consistent engagement in highly practiced transformational behaviors, with a notable emphasis on clear communication, continuous support, coaching, and mentorship. Education level and tenure of service emerged as key factors, indicating a significant effect on leadership practices and their impact on teachers. However, challenges such as resource constraints pose hurdles that need addressing. Recommendations include recognition programs for academic accomplishments, fostering intergenerational collaboration, and implementing personalized coaching and mentorship initiatives to enhance leadership effectiveness. Strategies to overcome resource constraints involve exploring partnerships and optimizing resource utilization for sustainable transformational leadership practices. The Korean schools may implement suggested strategies, promoting the effectiveness of school head transformational leadership practices and ultimately contributing to a thriving educational environment.