The study aimed to determine the relationship between transformational leadership styles used by elementary school Principals in Region III and school social organizational factors. The descriptive research design was used with the survey questionnaire as the data gathering tool from two hundred fifty-nine (259) school Principals. Results indicate that 79.41% of the Principals belong to the age group 41-51 with a mean of 45.18 years old; 71.80% are female; 91.10% are married; 52.50%, belong to the Tagalog ethnic group; 30.50% are masteral graduates; 82.30% have 1-9 with a mean of 6.19 years of experience as Principal; 58.70% are Principal I; and 76.06% maintain a school staff size from 5-19 with a mean of 14.76. The transformational leadership styles- Inspirational Motivation (4.46), Individual Consideration (4.29), and Idealized Influence (4.37) were perceived to be Always used. The school social organizational factors – Teacher Certainty (4.38), Teacher Learning (4.36), Shared Goals (4.36), Teacher Collaboration (4.28), and Teacher Commitment (4.27) were perceived to always affect school effectiveness. There was a highly significant difference in perceptions on Inspirational Motivation, Intellectual Stimulation, and Individual Consideration (Sig. = 0.01) respectively when grouped according to highest educational attainment. The perceptions on Inspirational Motivation were significantly different (Sig. = 0.03) when grouped according to position. There was a significant difference in perceptions on: Teacher Collaboration (Sig. = 0.05) and Teacher Learning (Sig. = 0.02) when grouped according to age; Teacher Collaboration and Teacher Commitment respectively when grouped according to highest educational attainment (Sig. = 0.02). There was a highly significant difference in perceptions on Teacher Learning when grouped according to highest educational attainment (Sig. = 0.00). There was a highly significant (Sig. = 0.00) and highly positive correlation (r = 0.79) between perceptions on transformational leadership styles and school social organizational factors.

1. 1. Amin, M., Shah, S., & Tatlah, I. A. (2013). Impact of principals/directors’ leadership styles on job satisfaction of the faculty members: Perceptions of faculty members in a public University of Punjab, Pakistan. Journal of Research and Reflections in Education, 7(2), 97-112.
   2. Balyer, A. (2012). Transformational leadership behaviors of school principals: A qualitative research based on teachers perceptions. International Online Journal of Educational Science, 4(3), 581-591.
   3. Bass, B. M. (1985). Leadership and performance beyond expectations. New York, NY: Free Press.
   4. Bass, B. M., & Avolio, B. (1990). Training leadership development: Manual for the multifactor leadership questionnaire. Palo Alto, CA: Consulting Psychologists Press, Inc.
   5. Bass, B. M., & Avolio, B. (1994). Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: SAGE
   6. Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. Burns, J. M. (1978). Leadership. New York, NY: Harper & Row.
   7. Chew, J., & Chan, C. C. A. (2008). Human resource practices, organizational commitment and intention to stay. International Journal of Manpower, 29(6), 503-522.
   8. Cibulka, J., & Nakayama, M. (2000). Practitioners’ guide to learning communities. Creation of high-performance schools through organizational and individual learning. Retrieved from https://eric.ed.gov/?id=ED449141
   9. Clement, M., & Vandenberghe, R. (2001). How school leaders can promote teachers’ learning. An account from the field. School Leadership and Management, 21(1), 43-57.
   10. Drago-Severson, E. (2002). School leadership in support of teachers’ transformational learning: The dramatic differences resources make. Retrieved from https://eric.ed.gov/?id=ED466032
   11. Flores, M. (2004). The impact of school culture and leadership on new teachers’ learning in the workplace. International Journal of Leadership in Education, 7(4), 297-318.
   12. Geijsel, F. P., Sleegers, P. J. C., Stoel, R. D., & Krger, M. L. (2009). The effect of teacher psychological, school organizational and leadership factors on teachers’ professional learning in Dutch schools. Elementary School Journal, 109(4), 406-427.
   13. Goddard, Y. L., & Goddard, R. D. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teacher College Record, 109(4), 877-896
   14. Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329-351.
   15. Ibrahim, M. S., Ghavifekr, S., Ling, S., Siraj, S., & Azeez, M. I. K. (2014). Can transformational leadership influence on teachers’ commitment towards organization, teaching profession, and students learning? A quantitative analysis. Asia Pacific Education Review, 15(2), 177-190.
   16. Jung, D., & Avolio B. (2000). Opening the black box: An experimental investigation of mediating effects of trust and value congruence on transformational and transactional leadership. Journal of Organizational Behavior, 21(8), 949-964.
   17. Kasten, K. L. (1984). The efficacy of institutionally dispensed rewards in elementary school teaching. Journal of Research and Development in Education, 17(4), 1-13
   18. Khasawneh, S., Omari, A., & Abu-Tineh, A. (2012). The relationship between transformational leadership and organizational commitment: The case for vocational teachers in Jordan. Educational Management Administration & Leadership, 40(4), 494-508
   19. Leithwood, K. (1994). Leadership for school restructuring. Educational Administration Quarterly, 30(4), 498-518.
   20. Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387-423.
   21. Lortie, D. C. (1975). School teacher. Chicago, CA: University of Chicago Press
   22. Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.
   23. Montalla, F. (2012). Filipino management styles of school administrators in region III
   24. Northouse, P. G. (2001). Leadership theory and practice (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.
   25. Nuchso, N., Tuntivivat, S., & Klayklueng, P. (2016). The effect of learning organization and servant leadership on child-centered teaching behavior with the mediating role of knowledge sharing in education of Chanthaburi Diocese schools. International Journal of Humanities, Arts and Social Sciences, 2(5), 181-188.
   26. Okolo, W. O. (2001). An evaluation of the performance of primary school headmasters in Oredo LGA of Edo State (M.Ed. thesis). University of Benin, Benin, Nigeria.
   27. Osborn, R. N., & Marion, R. (2009). Contextual leadership, transformational leadership and the performance of international innovation seeking alliances. The Leadership Quarterly, 20(2), 191-206..
   28. Park, S., Henkin, A. B., & Egley, R. (2005). Teacher team commitment, teamwork and trust: Exploring associations. Journal of Educational Administration, 43(5), 462-479.
   29. Persaud, R. (2003). Promoting self-confidence: The influence of wellness factors. Journal of Counseling and Development, 89, 28-38.
   30. Popper, M., Mayseless, O., & Castelnovo, O. (2000). Transformational leadership and attachment. Leadership Quarterly, 11(2), 267-289.
   31. Pounder, D. G. (1998). Teacher teams: Redesigning teachers’ work for collaboration. In D. G. Pounder (Ed.), Restructuring schools for collaboration: Promises and pitfalls (pp. 65-88). Albany, NY: State University of New York Press
   32. Rosenholtz, S. J. (1989). Teachers’ workplace: The social organization of schools. New York, NY: Addison-Wesley Longman Ltd.
   33. Saha, L., & Dworkin, A. (2009). Introduction: New perspectives on teachers and teaching. In L. Saha & A. Dworkin (Eds.), International handbook of research on teachers and teaching (pp. 3-11). New York, NY: Springer.
   34. Sawyer, L. B. E., & Rimm-Kaufman, S. E. (2007). Teacher collaboration in the context of the responsive classroom approach. Teachers and Training: Theory and Practice, 13(3), 211-245.
   35. Shao, L., & Webber, S. (2006). A cross-cultural test of the ’five-factor model of personality and transformational leadership’. Journal of Business Research, 59(8), 936-944.
   36. Shing, L. A. B., & Xiaodie P. J. (2017). Exploring the relationship between leadership, organizational culture, trust, and effectiveness of knowledge sharing by forced learning. Journal of Administrative and Business Studies, 3(2), 89-104.
   37. Triwahyuni, L., Abdullah, T., & Sunaryo, W. (2014). The effect of organizational culture, transformational leadership and selfconfidence to teachers’ performance. International Journal of Managerial Studies and Research (IJMSR), 2(10), 156-165.
   38. U.S. Congress. (1970). Toward equal educational opportunity. Senate Committee on Equal Educational Opportunity. Washington, DC, WA: Government Printing Office.
   39. Wallace Foundation. (2013). The school principal as leader: Guiding schools to better teaching and learning. Retrieved from https://goo.gl/yIjq8M
   40. Williams, M. L. (2010). Teacher collaboration as professional development in a large, suburban high school Retrieved from https://digitalcommons.unl.edu/cehsdis

Edano, D. C., Punzalan E. M. D., & Tumutod, N. L. (2017). Transformational leadership styles of public elementary school principals in relation to school social organizational factors in region III, Philippines. International Journal of Humanities, Arts and Social Sciences, 3(3), 113-121.