Relation of principal transformational leadership to school staff job satisfaction, staff turnover, and school performance

Abstract

In the present study, the direct effect of principal transformational leadership to school staff turnover and school performance was examined, in addition to its indirect effect through school staff job satisfaction. Survey data were obtained from elementary school staff and students, and school-aggregated student achievement test scores were obtained from school archives. Results showed that staff reports of principal behaviors could be described in terms of the three components of transformational leadership: inspiration or charisma, individualized consideration, and intellectual stimulation. Principal transformational leadership was not associated directly with either school staff turnover or school-aggregated student achievement progress. Rather, principal transformational leadership showed an indirect effect, through staff job satisfaction, on school staff turnover (negative) and on school-aggregated student achievement progress (positive). Finally, higher levels of school staff job satisfaction were associated with smaller achievement gaps between minority and non-minority students. This result was more evident among schools having higher levels of principal transformational leadership. Results are discussed in relation to the role of transformational leadership in school performance and in recruiting, training, and evaluating school principals. Conceptions of school leadershipClassic studies of school administration (Halpin, 1966) described school leadership as providing "structure" and "consideration". Structure referred to the extent administrators provided staff and materials necessary for effective instruction and student learning. Consideration referred to the extent administrators developed mutual trust and respect, and shared norms and values among school staff necessary for positive and productive social relations. In a series of in-depth interviews of teachers, Blase (1987) provided more detailed behaviors of school leadership. Effective school principals, as described by teachers, had clear and well-articulated goals; delegated tasks to others; encouraged staff to participate in decision-making; incorporated others

Leadership Behaviour on Job Satisfaction in Malaysian National Secondary Schools: Motivation and Hygiene Satisfaction

“…Several studies supported the effect of principal's leadership behaviours on teachers' job satisfaction (Dinham & Scott, 1998;Bogler, 2001;Griffith, 2004;Nguni et al, 2006;Cerit, 2009). Studies proved that the principal's leadership behaviour is one of the positive factors that have a direct correlation with teachers' job satisfaction (Bogler, 2001).…”

“…Studies proved that the principal's leadership behaviour is one of the positive factors that have a direct correlation with teachers' job satisfaction (Bogler, 2001). Considerable research has been carried out on the influence and impact of principal's leadership behaviour on teachers' job satisfaction (Griffith, 2004;Stockard & Lehman, 2004;Cerit, 2009). Furthermore, studies also indicated that principal's decision-making style influences teachers' job satisfaction.…”

Benefits of Transformational Leadership in the Context of Education

“…After 1999, studies have been based on the examination of relationship between transformational leadership and numerous variables and showed that this style has positive impact on: satisfaction (Griffith, 2004;Leithwood & Jantzi, 2008;Bolger, 2001) motivation (Griffith, 2004;Kruger, Witziers & Sleegers, 2007), commitment (Geijsel, et. al., 2003;Yu, et.…”

An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools.

“…This raises an important question about principal selection in leading the schools and the importance of developing a team that can work together to achieve the outcomes. Transformational leaders are those who can facilitate change and inspire others to excel (Bass & Riggio, 2006;Griffith, 2004;Rao, 2014). Therefore, a holistic study about effective teaching, learning, and leadership will explicate more factors about effective turnaround methods.…”

“…Essentially, an employee's commitment to an organization that extends beyond basic job satisfaction and traditional loyalty to the employer is influenced by leadership style. Griffith (2004) established a relationship between transformational leadership in schools and teacher satisfaction in his study "Relation of Principal Transformational…”