The Effects of Principals’ Transformational Leadership on Teachers’ Self-Efficacy in Federal Government Educational Institutions in Karachi Region

Abstract

Today’s world visualizes the leadership theories at their best utilization in almost all domains of institutions. One of the major contributions of transformational leadership has gained its ample notion when it is used to demonstrate a great sense of motivating subordinates. The research study related to the transformational leadership emphasizing in the field of educational institutions under the umbrella of the federal government in the Karachi region is presented to measure the effects of school principals’ transformational styles on teachers’ self-efficacy. The researcher hence, to achieve this particular aim, made use of a sample of 160 secondary school teachers as same of total population  working in the Federal Government Educational Institutions located in the Karachi region since its population is not so large. The research study was descriptive-correlational in nature and using quantitative approach survey. Two questionnaire tools were used in the modified formats by Multifactor – Leadership Questionnaire by Bass and Avolio and Teacher's Self-Efficacy Scale 1 (long form) by Megan Tschanmen-Moran and Mary Anita Woolfolk Hoy. Statistical software modules (SPSS) were utilized in this regard for data analysis and treatment. As a result of regression analysis, all eleven variations linked to the changing leadership styles of institutional principals affect teacher efforts at another level as indicated by zero coefficients. Further, the results showed that two number variables produced B-coefficient values of 0.06 (contingent award) and 0.07 (effectiveness), respectively, with related probability not quite at the significant level of 0.05. Hence, contingent awards and effectiveness have an impact on teachers' self-efficacy in such a way that for every unit increase in these two particular variables, teachers' self-efficacy is predicted to grow by 0.06 and 0.07 points, respectively. The remaining variables, according to the researcher, affect teachers' self-efficacy but are not as important. The study recommended that school principals maintain their leadership styles ranking and that more school advancements and reforms be enthusiastically recommended.