Transformational Leadership on Faculty Motivation and Student Learning Outcomes Among Educators in Selected Universities in Davao City

Abstract

Leadership in academic institutions—especially within the nursing profession—plays a critical role in shaping faculty motivation and influencing student learning. This study examined the relationship between transformational leadership, faculty motivation, and student learning outcomes among nursing educators in selected universities in Davao City. A descriptive-correlational design was employed, using a structured questionnaire covering demographic profiles, transformational leadership, faculty motivation, and perceived student learning outcomes.
Participants were predominantly female, aged 31–40 years, with a master’s degree and 6–10 years of teaching experience. Findings revealed high perceptions of transformational leadership and exceptionally strong faculty motivation. Student learning outcomes were also rated positively. Pearson correlation showed a significant positive relationship between transformational leadership and faculty motivation (r = 0.203, p = 0.014) but no significant relationship between faculty motivation and student learning outcomes (r = 0.66, p = 0.429). Age was found to have a negative correlation with faculty motivation (r = -0.170, p < 0.040).
The study concludes that while transformational leadership strongly supports faculty motivation, improving student outcomes requires additional strategies beyond motivation alone. Age-sensitive leadership approaches and holistic academic interventions are recommended.