Transformational Leadership Characteristics and Their Relationship to Teachers' Retention and Job Satisfaction in Secondary Public Schools of Barili District I

This study investigated the relationship between transformational leadership and teacher retention in public schools within the district of Barili 1, Cebu, Philippines. Grounded in Transformational Leadership Theory, Social Cognitive Theory, and Organizational Justice Theory, the research aims to assess the current levels of transformational leadership, teacher retention, and job satisfaction. The study's demographic profile of the 99 teacher-respondents indicates a predominantly female, mid-career population with a high commitment to professional development. Findings show that teachers perceive their administrators as highly effective transformational leaders, with an overall mean score of 4.54. Correspondingly, a high level of teacher retention was found, with an overall mean of 4.41, and teacher satisfaction was rated as "Strongly Agree." Statistical analysis revealed a strong, significant positive correlation between transformational leadership and teacher retention (r = 0.7100). The study also identified a significant positive relationship between transformational leadership and teacher satisfaction. Despite these findings, administrators face challenges such as resistance to change, resource constraints, and communication breakdowns. Based on these results, a Teacher Retention Enhancement Plan was crafted to address these issues and improve the overall work environment.