EFFECTIVENESS OF TEACHERS’ TRANSFORMATIONAL LEADERSHIP STYLE ON STUDENTS’ ACADEMIC ACHIEVEMENT

Abstract

The main aim of this research was to find out the effectiveness of
teachers’ transformational leadership styles on students’ academic
achievement. The objectives of the study were: to evaluate opinions of
public and private sector college teachers about transformational
leadership style, to assess difference of views about idealized influence,
to judge difference of views about inspirational motivation, to appraise
difference of views about intellectual stimulation, to consider difference
of views about individual consideration and to compare relationship
between teachers’ transformational leadership style and students’
academic achievement. The study involves the descriptive research
methodology by using the standardized test ‘Multifactor Leadership
Questionnaires’ (MLQ 5x-short) 3rd
* Lecturer, Department of Education, IMCG Postgraduate, Islamabad, Pakistan
edition developed by Bruce and
Bernard (1994) to collect information. This questionnaire consists of two
parts: the Self Rating Form, where leader/teacher rate themselves as
leaders, and the Rater Form, where follower/student rates their
leaders/teachers. Data was collected through personal visits to the
sample comprising 605 students and 600 teachers of secondary classes
in both public and private colleges. Analysis of data revealed no
significant difference of opinion among public and private sector college
teachers about transformational leadership style except their views on
the intellectual stimulation and individual consideration. Similarly
strong association was not found between the transformational
leadership styles of teachers and students’ academic achievement. This
means teachers of private sector colleges have awareness about development of creative and critical thinking abilities of their students.
The study recommends a need to create awareness among teachers in
both sectors about how to perform according to set standards of the
organization and to develop students’ personalities.