On The Relationship between Efficacy of Classroom Management, Transformational Leadership Style, and Teachers’ Personality

Abstract

This paper examines the possible relationship between teachers’ Transformational leadership style, their personality factors, experience, education level, and efficacy of their classroom management. Three questionnaires were administered to 153 English teachers, the results of which indicated a positive relationship between Transformational leadership style, personality factors, and efficacy of the classroom management. Small, but significant, relationships were also found between efficacy of class management and Extraversion, Openness, and Neuroticism personality factors. Further data analysis also revealed significant relationship between teachers’ education level and classroom management efficacy. Findings, thus, support the need to provide classroom teachers with leadership training in addition to their professional knowledge.