Asian Research Thesis Index

Abstract

The present study aimed to explore the certain transformational leadership skills  used by the principals of high school to influence on teachers‟ performance at secondary  level public schools in province Punjab, Pakistan. The study examined the influence of  the transformational leadership skills namely idealized influence, inspirational  motivation, intellectual stimulation, individual consideration and humor orientation on  teachers‟ performance. The objectives of the study were to find out the level of the  transformational leadership skills of the principals, how the five factors separately and  jointly influence the performance of secondary school teachers in Punjab. A sample of  223 male and female principals of government secondary schools was taken for the study.  Two self-developed questionnaires were used as research instruments to measure the five  transformational leadership skills (e.g., idealized influence, inspirational motivation,  intellectual stimulation, individual consideration, and humor orientation) of the principal  and secondary school teachers‟ performance. Mean and standard deviation were used as  descriptive statistical methods to organize and summarize the collected data, while  independent-samples t-test, ANOVA, linear, multiple and stepwise regressions were used  for the generalizibility of the findings from the sample to the target population. It was  found that transformational leadership skills have significant effect on the performance of  the teachers. Five transformational leadership skills were determined significant and  effective for secondary school teachers. Moreover, principals‟ transformational leadership  skill „inspirational motivation‟ is alone accounted for 34% of the variance in the teachers‟  performance. When individual consideration was included, the variance was increased by  18 percent as 52%. The inclusion of intellectual stimulation increased the variance to 58%  and when humor orientation was added, 62% of the variance was explained. Adding  idealized influence skill, the influencing magnitude was continuously increased to 65% of  x   the variance in teachers‟ performance and all of the five determinants taken together  contributed 65% to the variance of the teachers‟ performance. Therefore, it is concluded  that all of the five determinants of transformational leadership skills are very highly  significant predictors of the teachers‟ performance. The overall leadership effectiveness regarding the FIVE transformational  leadership skills is on moderate level. Principals‟ inspirational motivation skill was found  to be dominant predictor of the teachers‟ performance followed by his idealized  influence, individualized consideration, intellectual stimulation, and humor orientation.  All of the five predictors well determined the teachers with significant predictive powers  (R²). The joint contribution of all the five predictors taken together was 65 percent to the  variance of teachers‟ performance. So, the principals were required to display these skills  to influence their subordinates to get the work done well in time. It means there may be  other predictors of the teachers‟ performance to be explored on the same lines. Moreover,  the mean value of both male and female principals indicated that they were agreed that  transformational leadership skills have positive effect on secondary school teachers‟  performance. The results show that urban principals are more effective than rural  principals. The results indicate that principals of 51 to 60 years ages put positive  influence on their staff‟s performance than other age groups. The results of the study  show that principal having the experience of 21 to 30 years help to improve teachers‟  performance.

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