TRANSFORMATIONAL LEADERSHIP OF PRINCIPALS IN CAMPUS CULTURE CULTIVATION
Abstract
Transformational leadership is distinguished among various leadership styles because of its profound capacity to influence individuals and reshape institutions. This study examined the extent of transformational leadership exhibited by school principals and their impact on campus culture. Employing a correlation research design, the study surveyed 180 teachers to capture their perceptions of leadership and the campus environment. The results revealed that all components of transformational leadership—idealized influence, inspirational motivation, intellectual stimulation, and individual consideration—were present to a significant degree, with means ranging from 3.41 to 3.56, reflecting agreement to strong agreement among respondents. Similarly, aspects of campus culture such as workplace atmosphere, professional autonomy, and administrative support were also highly rated, with professional autonomy scoring the highest. A noteworthy outcome was the moderate positive correlation (Pearson r = 0.40) between transformational leadership and campus culture, indicating a significant relationship. Given these findings, the "Leaders in Education: Advancing Transformational Systems" (LEATS) program is recommended. LEATS is designed to further nurture transformational leadership capabilities within educational institutions and bolster the resultant positive campus culture. Through LEATS, schools are expected to foster an environment where leadership is not only about maintaining high standards and encouraging innovation but also about recognizing and nurturing the individual contributions of each teacher, thereby leading to an enriched educational experience for all.
Keywords:
transformational leadership, workplace atmosphere, professional autonomy, school principalDownloads
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