TRANSFORMATIONAL LEADERSHIP SKILLS OF HEAD TEACHERS AND TEACHERS PERFORMANCE AT SECONDARY LEVEL

Abstract

The present study aimed to explore the effect of transformational leadership on teachers’ performance at secondary-level public schools in the province of Punjab, Pakistan. This study examined the effect of transformational leadership skills namely intellectual stimulation and individual consideration on teachers’ performance. The objectives of the study were to find out the level of the transformational leadership skills of the head teachers, and how these two factors individually influence the performance of secondary school teachers. A sample of 100 head teachers of public secondary schools was taken to conduct this study. Two self-developed questionnaires were used as research instruments to measure the two transformational leadership skills of the head teacher and secondary school teachers’ performance. Mean, standard deviation, and linear regression were used for data analysis. The results of the present study showed that transformational leadership skills have a significant effect on teachers’ performance. Therefore, it is concluded that all of the two determinants of transformational leadership skills are significant predictors of the teachers’ performance. Moreover, the head teachers having age 51–60 years are more effective than all the other age groups. The results show that the head teachers possessing the administrative experience 21-30 years are more effective in leadership practices than the others administrative experience groups.