Transformational Leadership Practices and Institutional Decision-Making Among Graduate School Professors and College Officials: The Northeastern College Lens

Abstract

Transformational leadership has become increasingly significant in higher education institutions

as academic leaders face complex organizational demands, institutional reforms, and quality

assurance requirements. This study explored the transformational leadership practices and

institutional decision-making experiences among graduate school professors and college

officials in Northeastern College, Santiago City. Using a qualitative phenomenological research

design, the study gathered data from purposively selected graduate school professors,

academic coordinators, deans, and college officials through semi-structured interviews. Data

were analyzed using Braun and Clarke’s thematic analysis framework. Findings revealed that

transformational leadership practices were manifested through collaborative governance,

inspirational academic leadership, faculty empowerment, and participatory institutional planning.

Participants emphasized that inclusive decision-making processes strengthened organizational

trust, faculty engagement, and institutional effectiveness. However, challenges such as

communication gaps, workload pressures, and resource limitations affected institutional

decision-making processes. The findings underscore the importance of transformational

leadership in promoting organizational adaptability, shared governance, and academic

excellence in higher education institutions. The study contributes to educational leadership

literature by highlighting the role of participatory leadership practices in sustaining institutional

development in private higher education institutions in the Philippines.