Abstract
The current study aims to identify the impact of transformational and transactional attributes of school principal leadership on teachers’ motivation for work.A sample of 357 Kosovar public middle school teachers was assessed using the Work Tasks Motivation Scale for Teachers (WTMST) and the Multifactor Leadership Questionnaire (MLQ). Results revealed that transformational leadership attributes, idealised influence, and inspirational motivation predict autonomous motivation in teachers; individual consideration predicts motivation for complementary tasks; and contingent reward significantly predicts motivation for student evaluations. The present study findings can serve as a support in improving the quality of education in low- and middle-income countries.
Highlights
Qualified, motivated, and empowered teachers play a central role in educating children and adults in their respective countries with the needed knowledge, skills, and values to enjoy healthy and fulfilling lives (United Nations Educational, Scientific and Cultural Organization, 2018)
In Stage 3, inspirational motivation, a transformational leadership attribute, was entered, which contributed to the variation in the motivation for complementary tasks (F (3, 353) 10.716, p < 0.000, R2 0.083)
The results showed an interesting link between the attributes of transformational leadership and work experience with regards to motivation for complementary tasks
Summary
Qualified, motivated, and empowered teachers play a central role in educating children and adults in their respective countries with the needed knowledge, skills, and values to enjoy healthy and fulfilling lives (United Nations Educational, Scientific and Cultural Organization, 2018). Because they have an impact upon the educational development of individuals (Kotherja, 2013), teachers are one of the main determinants of education quality and learning outcomes (United Nations Educational, Scientific and Cultural Organization, 2018). Previous research findings have suggested that the leadership styles and practices by which school leaders lead and create the organisational climate of the school are among the main factors influencing teachers’ motivation for work (Roth et al, 2007), their motivation to perform specific tasks (Fernet et al, 2008), their autonomy and structure (Ahn, 2014), or their experienced pressure at work, thereby leading to exhaustion or burnout (Roth et al, 2007)
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