TEACHERS’ MOTIVATION AND PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP ARE CORRELATED
Main Article Content
Abstract
This quantitative study investigates the relationship between principal transformational leadership style and teacher motivation in secondary schools of Khyber Pakhtunkhwa (KP), Pakistan. With a sample size of 394 teachers from 50 randomly selected schools across five districts (Mardan, Dir Lower, Dir Upper, Abbottabad, and Mansehra), this research aims to bridge the gap in existing literature on leadership and motivation in the Pakistani educational context. The Multifactor Leadership Questionnaire (MLQ) measured principal transformational leadership style, while the Teacher Motivation Inventory (TMI) assessed teacher motivation. Descriptive statistics, correlation analysis, and multiple regression analysis were performed using SPSS to examine the impact of principal leadership on teacher motivation.
The study's findings suggest that principal transformational leadership style enhances teacher autonomy, self-efficacy, and intrinsic motivation, ultimately improving educational outcomes in KP. Implications for educational policymakers, school administrators, and leadership development programs in KP include prioritizing transformational leadership training, fostering collaborative school cultures, and promoting teacher empowerment. Future research directions include exploring the impact of contextual factors on the relationship between principal leadership and teacher motivation in KP, and investigating the effect of principal transformational leadership on student achievement. This study contributes to the understanding of effective leadership practices that promote teacher motivation, engagement, and retention in Pakistani secondary schools
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