School Heads' Transformational Leadership, Strategies, and Innovations for Enhancing Learners' Periodic Assessment

Abstract

This study aimed to determine the level of transformational leadership, strategies, and innovations employed by school heads in enhancing learners’ periodic assessment in the Schools Division of Iloilo for the school year 2025–2026. It examined how school heads applied transformational leadership, implemented strategic initiatives, and introduced innovations to improve assessment quality and responsiveness. The study involved 181 randomly selected school heads, chosen through stratified proportionate random sampling to ensure representation across school size, resources, and student population. Data were collected using a validated researcher-made questionnaire, and a descriptive-correlational design was employed to analyze relationships among variables. Descriptive statistics summarized respondents’ profiles, leadership levels, strategies, and innovations, while inferential statistics, including t-test, ANOVA, and Pearson’s r, were applied at a 0.05 significance level. Findings revealed that school heads demonstrated very high transformational leadership (M = 4.38) and employed effective strategies and innovative practices to enhance periodic assessments. No significant differences were found in leadership, strategies, or innovations when classified by age, sex, educational attainment, school size, or teaching experience. Similarly, relationships among transformational leadership, strategies, and innovations were not statistically significant. These results indicate that school heads consistently applied high-quality leadership, strategic practices, and innovations across contexts, which may contribute to improved learner outcomes. The study may inform professional development programs, leadership frameworks, and school assessment practices to enhance educational effectiveness.