Relationship between Principals' Transformational Leadership Style and Teachers' Job Performance and Satisfaction in Selected Basic Education High Schools in Mandalay

Abstract

This study focused on the transformational leadership style of principals on teachers’ job performance and satisfaction. There were 6 principals and 399 teachers from selected Basic Education High Schools in Mandalay participated in this study. In this study, the researcher used two instruments, namely questionnaire for principals (Questionnaire 1) and questionnaire for teachers (Questionnaire 2). In order to collect the general information of selected schools and demographic information of principals, questionnaires for principals (Questionnaire 1) developed by researcher were used. Multifactor Leadership Questionnaire developed by Bass and Avolio (1995) to measure the principals’ transformational leadership style, “Performance of Teachers” developed by Kim and Richard (1991) to investigate the teachers’ job performance, and “Job Satisfaction Survey (JSS)” developed by Spector (1994) to find out the teachers’ job satisfaction were utilized in (Questionnaire 2). After collecting the data, descriptive statistics and the bivariate correlation of the variables were calculated by using SPSS. When studying the relationship between principals’ transformational leadership style and teachers’ job performance, it was found that these variables were highly correlated at the 99% confidence level. Result (r=0.662, p<0.01) indicated that a high and significant relationship existed between principals’ transformational leadership style and teachers’ job performance. Moreover, it was found that principals’ transformational leadership style was positively and moderately correlated with job satisfaction of teachers at the 99% confidence level. Result (r=.430, p<0.01) stated that principals’ transformational leadership style had a significant and moderate effect on teachers’ job satisfaction. When studying the correlation between teachers’ job performance and satisfaction, the result (r=.402, p<0.01) indicated a positive and moderate relationship existed between teachers’ job performance and satisfaction in selected high schools. The study helps provide guidance and direction to principals who wish to exercise their leadership on a more appropriate and relevant way particularly in a context of change