Title:
Investigating the Effect of Educational Managers’ Transformational Leadership on Teachers’ Learning Performance
Authors:
Behrouz Eslami
Secondary Education Department, Ministry of Education, Ardabil Province Education Office, Parsabad, Iran (
Secondary Education Department, Ministry of Education, Ardabil Province Education Office, Parsabad, Iran (
Mehrdad Fakhimi
(Corresponding Author ✉)
(Corresponding Author ✉)
Shahrouz Behnam
Secondary Education Department, Ministry of Education, Ardabil Province Education Office, Parsabad, Iran
Secondary Education Department, Ministry of Education, Ardabil Province Education Office, Parsabad, Iran
Abstract:
The present study aimed to examine the effect of educational managers’ transformational leadership on the learning performance of public-school teachers in Ardabil Province. This research is applied in terms of purpose and descriptive–correlational in terms of method. The statistical population consisted of all teachers working in public schools in Ardabil Province. Based on Cochran’s formula, 384 individuals were selected as the sample using a stratified random sampling method.
Data collection tools included Bass and Avolio’s Transformational Leadership Questionnaire and a Teacher Learning Performance Questionnaire. The validity of the instruments was confirmed through face and content validity using expert opinions in educational management, and reliability was verified using Cronbach’s alpha coefficients, which indicated satisfactory reliability for both instruments. Data analysis was carried out using descriptive statistics (mean and standard deviation) and inferential statistics (multiple regression analysis) via SPSS software.
The findings showed that the mean scores of transformational leadership and teachers’ learning performance were above average. Moreover, results of multiple regression analysis indicated that educational managers’ transformational leadership had a positive and significant effect on teachers’ learning performance, explaining approximately 40% of the variance. Among the dimensions of transformational leadership, inspirational motivation was found to have the greatest impact on teachers’ learning performance. Overall, the results suggest that strengthening the transformational leadership style among school administrators can play an important role in enhancing teachers’ professional learning and in improving the quality of teaching and learning processes in schools.
Data collection tools included Bass and Avolio’s Transformational Leadership Questionnaire and a Teacher Learning Performance Questionnaire. The validity of the instruments was confirmed through face and content validity using expert opinions in educational management, and reliability was verified using Cronbach’s alpha coefficients, which indicated satisfactory reliability for both instruments. Data analysis was carried out using descriptive statistics (mean and standard deviation) and inferential statistics (multiple regression analysis) via SPSS software.
The findings showed that the mean scores of transformational leadership and teachers’ learning performance were above average. Moreover, results of multiple regression analysis indicated that educational managers’ transformational leadership had a positive and significant effect on teachers’ learning performance, explaining approximately 40% of the variance. Among the dimensions of transformational leadership, inspirational motivation was found to have the greatest impact on teachers’ learning performance. Overall, the results suggest that strengthening the transformational leadership style among school administrators can play an important role in enhancing teachers’ professional learning and in improving the quality of teaching and learning processes in schools.