RELATIONSHIP BETWEEN TRANSFORMATIONAL SCHOOL LEADERSHIP AND COMMITMENT OF TEACHERS TO CHANGE: A CASE FOR SECONDARY SCHOOL TEACHERS (SSTS) IN SOUTHERN PUNJAB, PAKISTAN

Abstract

The purpose of this study was to examine the impact of transformational leadership style on commitment of teachers to change and impact of different teachers’ and organizational factors on perception of teachers about transformational school leadership among secondary schools of Southern Punjab. For this purpose quantitative methods were used to explore the relationships among different constructs. The findings based on multiple regression analysis revealed that transformational leadership in schools has been moderate when teachers’ commitment to change and the transformational school leadership are treated as individual variables. Four different aspects of transformational leadership practices in school have explained moderate impact on four different aspects of commitment of teachers to change while the impact of managing instructional program was dominant. The results of multiple regressions also identified strategy, culture, teachers’ age and environment as factors with significant relationship with perception of teachers regarding transformational school leadership. Finally, these four factors have moderate impact on various aspects related to the teachers’ perception regarding transformation school leadership.