Article citationsMore>>
Khan, M., Ramzan, M., Ahmed, I., & Nawaz, M. (2011). Transactional, Transformational and Laissez Faire Styles of Teaching Faculty as Predictors of Satisfaction, and Extra Effort among the Students: Evidence from Higher Education Institutions. Interdisciplinary Journal of Researchin Business, 194, 130-135.
has been cited by the following article:
-
TITLE:
The Relationship of Transformational and Transactional Principal Leadership on Teacher Job Satisfaction and Secondary Student Performance in Subang Jaya, Malaysia
AUTHORS:
Nazlina Mirsultan, Thangaveloo Marimuthu
KEYWORDS:
Principal Leadership, Transformational & Transactional, Teacher Job Satisfaction
JOURNAL NAME:
Open Journal of Leadership,
Vol.10 No.3,
September
30,
2021
ABSTRACT: This study reviews the perceptions of teachers
as to how the leadership of their principal affects their job satisfaction at
public secondary schools and in turn, the effect it has on students’ academic
performance. This research concentrates on how teacher’s perceptions of their
principal’s leadership style enhance teachers’ job satisfaction. The purpose of
this study was to examine the unique impact that school principals have on
teacher job satisfaction and finding which specific leadership practices were
associated with teacher job satisfaction. The researcher tried to explore
transformational and transactional leadership styles to find out, which was
more effective leadership style as principal in public secondary schools. It
was also to confirm that knowledge and perceptions of teachers can help
principals to create a better working environment and helps to understand the
needs of their teachers. The result of this study indicated that principal
leadership style has a significant relationship to teacher job satisfaction in
schools. Thus, the findings of this study provide a better understanding of
teacher job satisfaction and student performance can be influenced by the principal leadership
styles.