Impact of Transformational Leadership of School Administrators on Teacher’s Motivation

This study aimed to examine the impact of transformational leadership of school administrators on teachers' motivation, utilizing a descriptive-correlational research design. The study involved school administrators and teachers, whose demographic profiles were analyzed to understand the relationship between leadership practices and teacher motivation. The findings revealed that administrators demonstrated high levels of transformational leadership, with key components such as idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration scoring "Very High." Likewise, teachers exhibited high motivation across various areas, including professional growth, recognition, empowerment, work environment, and purpose. However, statistical analysis showed no significant relationship between transformational leadership and teacher motivation, with a correlation coefficient of 0.269 and a p-value of 0.265. Furthermore, no significant differences were found in the leadership styles based on demographic factors such as age, educational attainment, and length of service. The study concludes that while both transformational leadership and teacher motivation are present at high levels, other factors may be influencing teacher motivation beyond the leadership styles of administrators. Recommendations include personalizing leadership styles to meet individual teacher needs, encouraging active participation in professional development, and advocating for policies that support ongoing leadership training for administrators. Further research should explore additional variables influencing the effectiveness of transformational leadership in educational settings.