Assessing female headteachers transformational leadership practice for school improvement in the junior high schools in the Jasikan District

Abstract

This study examined the influence of female transformational leadership practice for school improvement. The descriptive correlational survey was deployed as a research design and the quantitative research methods. The reliability test yielded Cronbach Alpha of 0.94 depicting the appropriateness of the questionnaire for data collection. Data was collected from 60 teachers (workers) from 10 out of 14 schools basic and secondary schools with female principals. Questionnaire was used to collect data from the participants for the study. Descriptive statistics were used for the study. Findings revealed that there are somewhat high levels of transformational leadership among female principals. The study also revealed that the practice of transformational leadership among female principals does not depend on educational qualification. However, at 95% confidence level, there is strong positive relationship between the practice of transformational leadership and school improvement. Again, female principal transformational leadership in terms of individualised consideration and inspirational motivation positively influence school improvement, intellectual stimulation and idealised influence have significant influence. The study recommended there should be focus on creating a positive school climate for all participants in educational process which would make the school a “better place for living and learning” and that can be achieved by the practice of transformational leadership style.