Transformational Leadership Behaviors of School Principals: A Quantitative Research Based on Teachers’ Perceptions, under Phuentsholing Municipal, Chukha District, Bhutan

Abstract

It is commonly believed that the academic performance of students, the stability of administration, and the standard of education as a whole would all suffer if an educational institution lacked effective administrators and committed academic personnel. In order to determine the frequency of transformative leadership as experienced by educators in four government schools servicing the Phuenthsoling Municipality of Chukha, Bhutan, this research will look at the prevalence of such leadership. There were a total of 138 participants in this quantitative study, 134 of them were faculty members from four Government-funded institutions. Principals may better shape their mindsets and guide their schools to success with the guidance of transformational leadership. Therefore, the purpose of this research is to learn how often principals exhibit transformational leadership behaviours in the course of their regular administrative duties. The findings showed that school administrators demonstrated high levels of idealised influence, motivating inspiration, personalised concern, and intellectual stimulation. The results revealed that the principals of the four schools studied used transformational leadership strategies to a significant degree. This study will help further the growth of an institution by persuading current principals to adopt a transformational leadership style that will increase academic staff commitment and ultimately the institution's efficiency and longevity.