The Perceived Contribution of Transformational Leadership to Teachers’ Performance in Nifas Silk Lafto Sub City Private Secondary Schools
| dc.contributor.advisor | Dejene Niguse | |
| dc.contributor.author | Andualem Dinku | |
| dc.date.accessioned | 2026-05-25T11:25:07Z | |
| dc.date.available | 2026-05-25T11:25:07Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | This study explored the perceived contribution of transformational leadership to teachers' performance in private secondary schools in Nifas Silk Lafto Sub-City, Ethiopia. Preliminary data collection and analysis confirmed that principals in the sampled schools actively practiced transformational leadership, as evidenced by teacher-reported behaviors aligned with Bass’s (1985) framework. Adopting a descriptive-correlational design and a mixed-methods approach, the study combined quantitative surveys and qualitative interviews to assess the relationship between principals' transformational leadership behaviors (idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration) and teachers' self-reported performance in instructional effectiveness, professional development, collaboration, and student engagement. Using simple random sampling, 104 teachers were selected from 11 private secondary schools, while cluster sampling was applied to include all 22 principals from the same schools to ensure leadership perspectives were captured. Data were collected via the Multifactor Leadership Questionnaire (MLQ) and the Teacher Performance Questionnaire (TPQ), supplemented by semi-structured interviews. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation, while qualitative data underwent thematic analysis. Results revealed strong positive correlations between transformational leadership and teacher performance, particularly in instructional effectiveness (r = 0.769) and professional development (r = 0.881). However, challenges persisted in student engagement and individualized support. Principals were perceived as effective in fostering collaboration and innovation but needed to strengthen personalized teacher support. The study concludes that transformational leadership significantly enhances teacher performance and recommends targeted interventions (e.g., leadership training, mentorship programs) and systemic reforms to address gaps in student engagement and individualized attention. These findings offer actionable insights for policymakers and school administrators aiming to improve leadership practices and teacher effectiveness in Ethiopian private secondary schools. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/8123 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.subject | Transformational Leadership | |
| dc.title | The Perceived Contribution of Transformational Leadership to Teachers’ Performance in Nifas Silk Lafto Sub City Private Secondary Schools | |
| dc.type | Thesis |