The study intended to compare the effectiveness of teachers’ transformational and transactional
leadership styles on students’ academic achievement. The objectives of the study were: to compare
public and private sector college teachers' transformational leadership style; to evaluate public and
private sector college teachers’ transactional leadership style; to explore gender wise differences in
public and private sector college teachers' views about their leadership styles; to measure gender wise
differences in students’ views of public and private sector college about their teachers’ leadership
styles; to compare relationship between teachers’ leadership styles and students’ academic
achievement; to calculate gender wise differences in academic achievement of students in public and
private sector. The population of the study was college teachers and students of 12th grade from public
and private colleges registered and affiliated with Federal Board of Intermediate and Secondary
Education Islamabad. Total 36 null hypotheses were developed.
The major findings inferred from the data analysis were: there was found significant gender difference
in the opinion of teachers about teachers’ transformational leadership style, male and female teachers
did not show any difference of opinion about teachers’ transactional leadership styles, male and female
students gave different opinion about their teachers’ transactional leadership style, students from
moderate ability groups were found more concerned about their teachers’ leadership styles; the
transformational and the transactional leadership styles than low and high ability groups, positive
relationship was found between teachers’ transformational and transactional leadership styles with
students’ academic achievement.
The major recommendations of the study were: There is a need to design a complete course for
teachers’ training in leadership and this course may be included in teacher training programs. Effects
of teachers’ leadership styles may be investigated with reference to self-actualization of students. The
teachers’ training program for in-service college teachers may be designed for development of traits of
leadership and for this purpose the model proposed by the researcher may be used for designing
teachers’ leadership training course.