Relationship between Transformational Leadership Style and Teachers Job Performance at Secondary Level in District Jhang Pakistan

Abstract

This study investigated the relationship between school heads’ transformational leadership practices and teachers’ job performance in public secondary schools of District Jhang, Pakistan. A quantitative correlational research design was employed. The population comprised heads of institutions and secondary school teachers from public secondary schools in the district. Using a simple random sampling technique, a sample of 222 respondents, including 62 school heads and 160 teachers, was selected. Data were collected through two researcher-developed structured close-ended questionnaires. The validity and reliability of the instruments were ensured prior to data collection, with a Cronbach’s alpha reliability coefficient of (α=.78). The collected data were analyzed using SPSS through Pearson Product-Moment Correlation and t-test statistics. The findings revealed that principals predominantly practiced a transformational leadership style and that a statistically significant positive relationship existed between transformational leadership and teachers’ job performance. The study concludes that transformational leadership serves as an important institutional mechanism for improving teacher effectiveness in public secondary schools. It is therefore recommended that educational authorities design and implement leadership development programs to help school principals cultivate environments characterized by mutual respect, collaboration, trust, and professional commitment.