Transformational Leadership in Building Teacher Performance in Elementary Schools

PurposeThis paper aims—based on past research works which have shown that transformational leadership has positive impact on knowledge sharing—to explore the impact of different leadership dimensions of transformational leadership on knowledge sharing and further to explore the mechanism through which transformational leadership affects employee knowledge sharing in China.Design/methodology/approachBased on the transformational leadership theory and the team learning theory, it is proposed that all four dimensions of transformational leadership, including intellectual stimulation, individualized consideration, inspirational motivation and idealized influence, have unique impact on employee knowledge sharing. It is further proposed that psychology safety and team efficacy mediate these relationships. Then data were collected from over 400 employees from knowledge-based companies in China to empirically test the proposed relationships with the method of structural equation modeling.FindingsThe results show that psychological safety fully mediated the impact of intellectual stimulation on knowledge sharing, and team efficacy fully mediated the impact of inspirational motivation on knowledge sharing. Both factors also mediated the impact of individualized consideration on knowledge sharing. The results thus provide empirical support for the impact of transformational leadership on employee knowledge sharing in an international context.Originality/valueThe past years have seen increasing interest in leadership and knowledge sharing in emerging markets, yet the mechanism through which leadership affects employee knowledge sharing remains understudied. This study explores the impact of different dimensions of transformational leadership on employee knowledge sharing, and further shows that psychological safety and team efficacy mediate these relationships in a collectivistic society where knowledge sharing is consistent with cultural norms. The findings help develop more robust knowledge sharing theories in the international context and provide insightful suggestions for management practitioners in emerging markets.

The purpose of this study was to examine the relationship between transformational leadership and employee performance in public organisations in Tanzania. Mvomero District Council was used as a case study. Transformational leadership antecedents included idealised influence, inspirational motivation, intellectual stimulation and individual consideration. On the other hand, three dimensions of employee performance were considered: task performance, adaptive performance, and contextual performance. The study utilised a quantitative approach to establish a cause-and-effect relationship through which data was collected using questionnaires from a total of 114 respondents who were sampled using a simple random technique. Questionnaires were used to enable data collection from a relatively large sample size. Descriptive and inferential statistics were employed in data analysis. The study found that all the dimensions of transformational leadership were perceived to be moderately positive. This was also the case with the dimensions of employee performance. Further, the study found that all the dimensions of transformational leadership have a significant positive influence on employee performance, hence making transformational leadership an important determinant of employee performance. This study presents new insights in the Tanzanian context with regard to the relationship between transformational leadership and employee performance hence contributing to the existing body of knowledge significantly. The findings add value not only to scholars but also to practitioners and policymakers who can use the findings to align with their day-to-day practices and policies.

This study aimed to examine transformational leadership in moderating teachers' teaching innovation and school effectiveness. The research involved 336 respondents from a total of 1118 academics from a faculty in private university, Henan. This crosssectional survey was conducted by using self-constructed questionnaires to measure school effectiveness and teacher innovation, while the Multi-factor Leadership Questionnaire (MLQ) was utilized to measure transformational leadership that comprises of four dimensions a.) idealized influence, b.) inspirational motivation, c.) intellectual stimulation, and d.) individual consideration. The statistical analysis involves descriptive analysis and linear regression analysis were used to describe and determine the effect of transformational leadership on teachers's innovation and school effectiveness. The results show that principal variegated leaders show a significant effects of transformatrional leadership on school effectiveness whereby individualized consideration is 0.111 (t=2.685, p<0.01); intellectual stimulation is 0.108 (t=2.231, p<0.05); inspirational motivation is 0.381 (t=6.690, p<0.01); and idealized influence is 0.241 (t=4.007, p0<0.01) respectively. However, only two dimensions of transformational leadership has significant effect on teacher innovation which are inspirational motivation 0.412 (t=7.562, p<0.01), and idealized influence 0.280 (t=4.866, p<0.01). Finally, intellectual stimulation and individualized consideration moderate between School effectiveness and Teacher innovation. These findings demonstrate that within a given organizational system, principal is able to exert specific leadership styles that profoundly influence school effectiveness and further enhance teacher innovation. Keywords: Transformational leadership, School effectiveness, Teacher innovation.

The purpose of this paper is to understand how transformational leadership is related to psychological empowerment and how it affects happiness index in a followers life. A total of 103 employees from various Indian information technology organizations rated their superiors transformational leadership behavior and their own empowerment and happiness. For this study, two dimensions of empowerment were taken into consideration meaning and competence. Five dimensions of transformational leadership were captured-idealised influence attributed, idealised influence behavior, inspirational motivation, intellectual stimulation, and individualized consideration. Findings suggest that idealised influence attributed and competence are the best predictors of happiness. Regression analyses also show that both competence and meaning partially mediate the relationship between each of the five dimensions of transformational leadership and followers happiness. The paper makes recommendations to managers and organizations for improving their leadership styles, which in turn may strengthen positive attitudinal and behavioral changes among employees, thereby making them more productive.

Background. Although previous studies have revealed the relationship between transformational leadership and employee creativity, the role of recently conceptualized phenomena, such as STARA (smart technologies, artificial intelligence, robotics, and algorithms) awareness in this process should be investigated. AYZERA awareness has the potential to be a negative phenomenon for the medical services management sector as it refers to the occupational anxiety felt by employees due to smart technologies. Aim. This research aimed to examine the relationship between transformational leadership and employee creativity and investigated the moderating role of STARA awareness. Method. Data were collected from 307 employees in the medical services management sector in Istanbul and Ankara using a questionnaire technique. The hypotheses were tested employing linear regression and moderation effect analysis. Findings. The findings indicated that all four dimensions of transformational leadership, known as idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, positively influenced employee creativity. However, STARA awareness moderated this relationship by weakening the effects of idealized influence, inspirational motivation, and intellectual stimulation on creativity, while the relationship between individualized consideration and creativity remained unaffected. Conclusion. The findings are expected to provide new perspectives on how transformational leadership interacts with employees' perceptions of technology and contribute to increasing employee creativity.

PurposeThis paper investigates the relationship between transformational leadership and service quality in UAE hospitals. The paper first determined the level of satisfaction of patients with the service quality they received. The paper also analyzed how hospital employees perceived the dimensions of transformational and transactional leadership of their leaders. Finally, the relationship between the dimensions of service quality and those of transformational and transactional leadership was investigatedDesign/methodology/approachTwo questionnaires were administered. The first questionnaire addressed service quality using an adapted SERVQUAL. The second one addressed transformational and transactional leadership using the multi‐level leadership questionnaire. The first questionnaire was distributed to patients of six major UAE hospitals while the second one was distributed to employees of the same hospitals. Data were collected and analyzed using SPSS.FindingsThe paper found that UAE patients were generally satisfied with the service quality rendered by their hospitals. It however found that hospital employees had a low rating of their leaders in terms of the transformational leadership and contingent reward. Finally, service quality was found to be positively related to all dimension of transformational leadership and the transactional leadership dimension of contingent reward. The two dimensions of active exception and passive avoidant leadership were negatively related to service quality.Originality/valueThis paper bridged an important gap in the literature by addressing the relationship between service quality and transformational leadership. It provided important guidelines for managers on the dimensions of leadership that needed to be enhanced in order to improve service quality.

The Foreign Language in Elementary Schools (FLES) program in Florida provides funds for foreign language instruction in elementary schools. Although the teaching of foreign languages at the elementary level had been established in a few districts, the state-funded program started in the 1982-83 school year. Local school districts match state funds on a one-toone basis for this program. Twenty-seven school districts, out of a total of sixty-seven in the state, are participating in the FLES program this school year. Spanish is the language taught in most of the programs. Two school districts are teaching French, one district is teaching German and another Latin. There are approximately 215 teachers and 47,000 students involved in the program, which is implemented in 185 public and 28 private schools throughout the state. These are only the teachers and students included in the state's FLES program. There are more participating in FLES programs implemented with local funds only. The total number of elementary students taking foreign languages, including Spanish for SpanishSpeakers, which is not funded through the program, is 111,151. The FLES program has been considered a pilot program since its creation. Every school year participation is open to all school districts and funds are prorated to every school district that wishes to participate up to the amount appropriated by the state legislature, which in 1989-90 was $2,939,396. The planning and implementation of the programs are left to school districts, with a few programmatic issues addressed by the state. These issues include: 1. That the program is designed to provide instruction in foreign languages to Englishspeaking students. 2. That the instructional delivery method, the frequency and intensity of instruction, and the instructional materials are consistent with basic principles of human growth and development. 3. That the program is integrated into the scho l district's scope and sequence for fo eign language instruction. 4. That the instructional program is delivered by teachers certified in the language(s) of instruction or by teachers certified in elementary education with proficiency in the language(s) of instruction. These criteria do not address the type of program to be offered. Therefore, school districts accommodate their programs to their individual needs. Most of the programs are of the FLES type with instruction ranging from three to five times a week and a variety of minutes per period. There are a few FLEX programs, usually at the sixth grade level, and one school district conducts a summer program that may be considered total immersion. An instructional TV program, Saludos, was produced by the Broward County School District and it is now used in many other school districts. This program is distributed free of charge to Florida school districts by the Florida Department of Education (DOE) Instructional Television. Certification coverage for all foreign languages was changed from 7-12 to K-12 levels in 1988. At that time, there were no courses in foreign language methods in the elementary school offered at any of the nine universities in the state system. That same year, the University of Florida (UF) was awarded a DOE grant to develop a syllabus that could be used both by universities and school districts to provide preservice and inservice training in this area. UF undertook national and state searches and surveys for the development of the syllabus. One of the terms of the grant required that the university conduct meetings with teachers, supervisors and teacher educators prior to the writing of the syllabus to receive their input and, after the syllabus was developed, to review its content. The one-semester syllabus, although perfect for preservice, was difficult to implement with foreign language teachers because many

This research aimed to identify the status-quo of practicing transformational leadership among college deans at Northern Borders University from the faculty members' point of view. This research is based on an analytical descriptive approach; a questionnaire was used as the tool to collect data. The questionnaire comprised the four dimensions of transformational leadership; inspirational motivation, idealized influence, individualized consideration, and intellectual stimulation. The tool validity and reliability were confirmed by suitable statistical methods. The population of the study included 590 individuals, representing the total number of staff college members at Northern Borders University in the Kingdom of Saudi Arabia. A total of 380 respondents completed the questionnaire which was sent out by e-mail (almost 64 per cent of the total number of staff members). After collecting the data and using the SPSS program to analyze it, the research concluded several results, the most important of which follow. Transformational leadership has been practiced to a high degree among college deans at Northern Borders University. Considering the dimensions, individuals considerations came in the first order regarding the practice among deans, followed by inspirational motivation, then idealized influence, and finally the dimension of intellectual stimulation. In the light of these research results, the researcher has made some further recommendations, including designing programs to train department heads, agents, and other academic leaders on modern types of leadership, especially transformational leadership.

This article aims to explain the competence of transformational leadership of school principals in improving teacher performance at Daarul Qur'an Karanganyar Science High School. This research method includes qualitative research with an ethnographic design. The data extracted in this research is information and documents about the transformational leadership competencies of school principals, including ideal influence, intellectual stimulation, inspirational motivation, and attention to individuals to improve teacher performance. Data collection techniques used are observation, interviews, and documentation. The results of this study, namely, the principal of the Daarul Qur'an Karanganyar Science High School showed that he had a powerful category of ideal influence competence, a substantial variety of Intellectual Stimulation competence, a strong type of inspirational motivation competence, a potent class of attention competence towards individuals. The results of the teacher performance assessment of 20 teachers considered to have scored in the excellent category. This study concludes that school principals understand their leadership competencies in improving teacher performance as Hendrayadi's theory, namely ideal influence, intellectual stimulation, inspirational motivation, and attention to individuals. The principal's efforts to improve teacher performance are (a) motivating teachers, (b) increasing teacher discipline, (c) creating a conducive working atmosphere, and (d) increasing teacher competence. The implication of this research is as input to school principals in improving the performance of Daarul Qur'an Karanganyar Science High School teachers

This study aims to identify the impact of transformational leadership in supporting organizational creativity among employees at Al-Ammari Company in Jeddah Governorate. It also provides a scientific contribution to the field of transformational leadership and organizational creativity by linking the theoretical dimensions of transformational leadership (idealized influence, inspirational motivation, individual consideration, and intellectual stimulation) to organizational creativity within the Saudi workplace. It also provides practical recommendations to assist management in adopting inspiring leadership models that restore vitality to the workplace and stimulate organizational renewal and excellence, in line with the aspirations of Vision 2030. The study relied on the descriptive-analytical approach, using a questionnaire as the primary tool for data collection, with data analyzed statistically using SPSS. The study sample was selected using a simple random sample from the company's employee community. The study results demonstrated that transformational leadership is a key factor in enhancing organizational creativity, as a strong, positive correlation was found between the dimensions of transformational leadership and the level of creativity within the organization. The researchers indicated that the level of support for institutional creativity is high, indicating the availability of a work environment that encourages innovation, allowing employees to express and implement their ideas and suggestions, contributing to improving work quality and enhancing institutional performance. The results also revealed that transformational leadership explains 73.1% of the change in the level of institutional creativity, a high percentage that reflects the significant impact of this leadership style. Statistical analysis confirmed that all dimensions of transformational leadership have a statistically significant impact on enhancing institutional creativity.

This study aims to analyze the implementation of transformational leadership models by school principals and their influence on improving teacher performance in secondary schools. The research adopts a mixed-method approach, integrating both qualitative and quantitative data to provide a comprehensive understanding. The study was conducted in 15 secondary schools, involving a total of 245 respondents consisting of school principals and teachers. Data collection techniques included the use of questionnaires to gather quantitative data, alongside in-depth interviews and direct observations for qualitative insights. The results reveal that transformational leadership—particularly through its core components of intellectual stimulation, inspirational motivation, individualized consideration, and idealized influence—has a significant positive impact on teacher performance. These leadership behaviors were found to enhance teaching quality, increase teacher professional commitment, and improve overall job satisfaction among educators. Additionally, the study highlights the role of school culture and the professional learning environment as mediating factors in the effectiveness of transformational leadership. The findings underscore the importance of implementing structured leadership development programs for school principals. By equipping school leaders with transformational leadership skills, educational institutions can foster more supportive and dynamic teaching environments that ultimately lead to better learning outcomes. These insights are particularly relevant for policymakers and educational administrators who are seeking sustainable strategies to improve school performance through leadership practices. In conclusion, transformational leadership stands out as a vital leadership style that not only motivates and empowers teachers but also contributes significantly to the institutional development of schools.

Transformational leadership that carries visionary values will channel energy to members to increase motivation for improving professionalism and performance. The study was conducted to examine the implementation of transformational leadership by the principal in an effort to improve teacher performance at SMP 2 Jekulo, Kudus Regency. The transformational leadership applied includes four main aspects: motivation, intellectual stimulation, individual attention (individual consideration), and ideal influence (leader behavior). The research method used is qualitative descriptive, with data collection through observation, interviews, and documentation. The results of the study indicate that principals who are able to motivate teachers, provide intellectual stimulation, provide sufficient individual attention and provide good examples can significantly improve teacher performance. The application of transformational leadership has been proven to have a positive influence on improving the quality of learning and optimizing student learning outcomes. From the results of the study, it can be concluded that the application of the principal's transformational leadership strategy at SMP 2 Jekulo, Kudus Regency is very effective in encouraging improved teacher performance, which in turn is significant in improving the quality of education at SMP 2 Jekulo, Kudus Regency Keywords: transformational leadership; principal; teacher performance; learning quality

This study aims to examine the effect of transformational leadership on employee performance in five-star hotels in Lekki, Lagos. The study aims to provide a comprehensive understanding of how different dimensions of transformational leadership contribute to enhancing employee performance in the hospitality sector. The study adopts a descriptive survey research design, targeting employees from five selected five-star hotels in Lekki, Lagos. The total population comprises 450 employees, and a sample size of 210 respondents is determined using the Yaro Yamane formula at a 95% confidence level and 5% margin of error. Stratified random sampling was used to ensure representation across various hotel departments. Data was collected through a structured questionnaire, validated for content and construct, and tested for reliability using Cronbach’s Alpha (0.82). Multiple regression analysis was used to analyze the relationship between transformational leadership dimensions and employee performance outcomes. The findings reveal that idealized influence, inspirational motivation, intellectual stimulation, and employee recognition significantly impact employee productivity, job satisfaction, creativity, engagement, and retention. These dimensions of transformational leadership were shown to foster a positive work environment, motivating employees to enhance performance and contribute to organizational success. The study concludes that transformational leadership is crucial for improving employee performance in hotels. It recommends investing in leadership training, fostering creativity, providing individualized support, recognizing employee contributions, and cultivating a positive organizational culture to enhance overall performance and employee satisfaction.

The aim of this study is to identify the role of transformational leadership, explain how the implementation of transformational leadership by elementary school leaders can contribute to the improvement of education quality, and provide practical guidelines for school principals and teachers in implementing more effective and sustainable educational quality enhancement policies. The methodology employed in this research is a literature review, which involves systematically collecting, reading, and analyzing data to critically understand how educational quality improvement is implemented in elementary schools through transformational leadership. Transformational leadership has emerged as a vital option for advancing education in Indonesia, particularly in elementary education. Understanding its concepts, strategies, implementation, supporting factors, and impacts is essential. The analysis revealed that transformational leadership plays a significant role in creating a supportive learning environment that motivates and empowers all stakeholders, including teachers and students. Out of ten reviewed articles, only three were relevant to the topic, while seven were excluded for not directly addressing transformational leadership.

The Special Science for Elementary School (SSES) Program Implementation at H.N. Cahilsot Central Elementary School (HNCCES) aims to revolutionize Science and Mathematics education for Grades 4, 5, and 6 learners by offering an advanced curriculum that nurtures critical thinking, innovation, and problem-solving skills. Designed for students in the Fast Learner (FL) sections, this program equips them for the STEM track in Secondary education, positioning the school as a trailblazer in producing future-ready students. HNCCES is a well-established and thriving institution located in Barangay Calumpang, General Santos City. As the second-largest elementary school in the Division of General Santos City, serving 4,119 learners, the school boasts a long-standing tradition of academic excellence. Its accolades include high rankings in the Division Search for School Needs Data System (SNDS), participation in the Young Scientists Enrichment Program (YSEP), and recognition for student achievements in academics, sports, and co-curricular activities. These accomplishments, coupled with the school’s ongoing infrastructure improvements and resource optimizations, highlight its capacity to spearhead transformative educational programs like the SSES.The implementation of the SSES program is anchored in DepEd Order No. 57, s. 2011, which mandates the enhancement of Science and Mathematics education in public elementary schools. By introducing a specialized curriculum, the program addresses critical gaps in STEM education and bridges the pathway between elementary and high school STEM tracks. This initiative is especially important in the context of the increasing demand for quality STEM education in the division and at the school level. Through the SSES program, HNCCES aims to produce a new generation of scientifically-inclined and academically-competent students who are ready to excel in advanced Science and Mathematics education and STEM-related careers. The program’s success rests on several key presumptions outlined in the feasibility study. First, it anticipates continued enthusiasm and interest from potential beneficiaries, as evidenced by 85% of surveyed students indicating a strong willingness to participate and 90% of parents showing their full support. It is expected that the school will sustain its reputation for excellence and its ability to attract motivated and talented learners. Second, the program presumes the availability of essential resources, such as laboratory facilities, modern instructional materials, and teacher training. While existing limitations are acknowledged, these can be addressed through phased improvements, capacity-building initiatives, and collaborations with organizations like YSEP. Third, the program assumes that teachers will receive on-going training and professional development to effectively deliver the specialized curriculum. Fourth, it depends on robust engagement from the community and stakeholders, ensuring steady collaboration and support from parents, local authorities, government agencies, non-government organizations, and business sector. Other considerations include the smooth transition of SSES graduates to the STEM program of General Santos City National High School (GSCNHS). This is cognizant to the commitment of the HNCCES to align its programs with the national education objectives. Also, it aims to develop learners who have the ability to adapt to unforeseen challenges such as natural disasters or public health crises. Furthermore, it is anticipated that students will stay motivated and actively engaged in the program, with parents and the community reinforcing the importance of STEM education. Lastly, the program assumes that funding from various channels—such as the Maintenance and Other Operating Expenses (MOOE), DepEd grants, and partnerships with private organizations—will remain sufficient and sustainable. In summary, the SSES program at HNCCES is a groundbreaking initiative designed to contribute in the institutionalization of STEM education in the division, specifically at the school level. By utilizing its strong institutional foundation, forging strategic partnerships, and maintaining a commitment to educational excellence, the school is well-equipped to meet the rising demand for specialized STEM learning. This initiative not only strengthens the school’s reputation as a hub of academic distinction but also aligns with national objectives for scientific research, innovation, workforce development, and economic progress. With meticulous planning and on-going support, the SSES program is set to empower students to excel in a rapidly evolving, technology-driven world.