University Transformational Leadership Implementation Affecting Teachers’ Performance in a Technology University in China
DOI:
https://doi.org/10.54097/4b892258Keywords:
Transformational Leadership, Teacher Performance, Educational Administration, Inspirational Motivation, Behavioral Idealized InfluenceAbstract
This study explores the implementation of transformational leadership by school administrators and its multifaceted relationship with teacher performance as perceived by the teachers. The research assesses the profile of teacher respondents, their evaluation of transformational leadership practices, variations in assessments based on demographic factors, and their teaching performance according to recent evaluations. The study reveals that transformational leadership is moderately implemented by administrators, with inspirational motivation being the most frequently observed aspect (mean value of 3.33), while management-by-exception is the least observed (mean value of 2.66). Teachers' perceptions of leadership implementation did not significantly differ based on sex, age, educational attainment, or teaching experience. The majority of teachers demonstrated excellent (45.2%) to outstanding (38.2%) performance in recent evaluations. Although a very weak relationship was found between most aspects of transformational leadership and teacher performance, the study concludes that transformational leadership practices, excluding management-by-exception and intellectual stimulation, can positively influence teacher performance. Based on these findings, recommendations include promoting continuous learning, providing mentorship, acknowledging achievements, and fostering collaboration among teachers to enhance their professional growth and school effectiveness.
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